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By 
MEMBERS    OF    THE    FACULTY 
HARRIS    TEACHERS    COLLEGE 

Saint   Louis 

E.  GEORGE  PAYNE,  Ph.D. 

Editor 

Author  of  Education 
Accident    Prevention 

Etc.,  Etc. 


LYONS  AND  CARNAHAN 

CHICAGO  NEW  YORK 

66314 


COPYRIGHT,  1921 

BY 

LYONS  AND   CARNAHAN 


o 

This  Book  is  Affectionately  Dedicated 


to 
Dr.  JOHN  W.  WITHERS 

BY 

Its  Authors 


EDITOR'S  PREFACE 

*        This  book  is  the  second  in  a  series  which  has  for  its  pur- 
pose the   organization  of  the  subject-matter  of  the  cur- 
riculum with  reference  to  specific  social  objectives.     The 
first  book  of  the  series  outlined  a  program  of  Education 
,       in  Accident  Prevention.     This  book  attempts  upon  a  much 
2     larger  scale  the  presentation  of  a  program  in  Health  Edu- 
£.     cation  that  will  make  the  development  of  health  habits, 
\K    practices,    knowledges,    ideals,    and   attitudes   a   matter   of 
school  routine.     It  does  not  anticipate  the  addition  of  a 
school  subject;  nor  does  it  leave  the  development  of  health 
to  the  branch  of  physical  education  and  hygiene. 

A  plan  is  outlined  through  which  each  subject  of  the 
!* ,  curriculum  may  contribute  its  appropriate  part  to  the 
development  of  individual  and  social  practices  essential 
to  healthful  living.  The  plan  of  this  series  is  a  new  depar- 
ture in  educational  practice,  but  one  entirely  in  harmony 
with  present  educational  theory.  This  series  is  a  contri- 
bution to  present  educational  development  by  people  who 
are  working  in  practical  and  theoretical  fields  and  who  are 
attempting  to  make  education  serve  more  effectively  the 
needs  of  life. 

The  manuscript  for  this  book  has  been  prepared  by  a 
number  of  persons  intimately  identified  with  an  educa- 
tional experiment  in  Harris  Teachers  College.1  The  in- 
structors in  the  various  departments  headed  committees. 
These  committees  initiated  plans,  organized  the  subject- 
matter,  and  presented  conclusions  for  the  consideration  of 

'Harris  Teachers  College  includes  the  Wyman  Observation  School.  The  Wyman 
faculty  took  a  prominent  part  in  the  educational  experiment. 

5 


G  EDITOR'S    PREFACE 

the  whole  faculty.  After  full  discussion  the  committees 
assembled  for  further  discussion  and  experimentation. 
Therefore  this  program  of  education  in  health  has  stood 
the  test  of  practical  school  room  experience. 

The  president  of  the  college  is  responsible  for  the  idea 
and  origin  of  this  experiment  and  he  has  directed  it  at 
each  step  in  its  progress.  He  has  been  assisted  by  the 
following  committees: 

The  Problem  of  Health  Education  —  E.  George  Payne. 
Method  in  Health  Education  —  Margaret  E.  Noonan,  W.  J. 

Stevens,  Angela  C.  Devoy,  Eulalie  Wood,   and   Lulu 

Manuel. 
Physical  Education  —  Ethel  R.  Weeden,  Grace  H.  Ryffel, 

Virginia  0.   Winn,   Carrie  Arenson,   Ruth   Cato,    and 

Myrtle  M.  Vogel. 
Civics  —  J.  Leslie  Purdom,  Fannie  L.  Lachmund,  Virginia 

0.  Winn,  Marian  Alley,  Myrtle  M.  Vogel,  and  Jane  C. 

Gifford. 
Geography  —  Mendel  E.  Branom,  Mary  Andrew,  Marion  L. 

Higgins,  and  Elsie  Brix. 
History  —  Margaret  McLaughlin  and  Mary  Andrew. 
Drawing  —  Jean  Kimber,  Florence  A.  Everett,  and  Madeline 

H.  Brachvogel. 
Penmanship  —  Roselle  D.  Hughes  and  Jane  C.  Gifford. 
Reading  —  Genevieve  Apgar,  Mary  Doan  Spalding,  Edna 

May  Martin,  Edna  W.  Riley,  and  Katherine  Drennan. 
Arithmetic  — J.    Andrew    Drushel,    Julia    M.    Bayha,    and 

Mabel  Billmeyer. 
English  —  Margaret  McLaughlin,  Madeline  H.  Brachvogel, 

Grace  H.  Ryffel,  and  Jane  C.  Gifford. 
Domestic  Science  and  Manual  Training  —  Marion  J.  Mayo, 

Edna  Schaumberg  and  Thomas  J.  Rucker. 


EDITOR'S    PREFACE  7 

School  Organization  and  Activities  —  E.   George   Payne   and 

Marion  J.  Mayo. 
Bibliography  —  Elyse  C.  Crecelius,  Myrtle  Smith,  and  Vir- 
ginia Hilliker. 

Mr.  W.  J.  Stevens,  principal  of  the  Wyman  School,  has 
directed  the  experimental  end  of  the  program  and  with 
Dr.  Eulalie  Wood  worked  out  in  a  general  way  the  topics 
to  be  included. 

The  manuscript  of  this  book  was  written  by  members 
of  Harris  Teachers  College  faculty  as  individuals.  How- 
ever, since  these  persons  were  intimately  identified  with 
the  experimental  reconstruction  of  the  curriculum  being 
carried  on  in  the  College,  the  book  presents  adequately 
the  program  worked  out. 

The  writer  of  this  preface  is  responsible  for  the  chapters 
included  in  the  table  of  contents,  for  their  unity  and  ar- 
rangement, and  for  editing  the  book,  while  the  persons 
whose  names  appear  at  the  head  of  the  chapters  wrote 
them. 
June  8,  1921  E.  GEORGE  PAYNE. 


TABLE  OF  CONTENTS 

Education  in  Health 

CHAPTER  PAGE 

I.     The  Problem  of  Health  Education 11 

II.     The  Method  of  Health  Education 27 

III.  Health  Education  through  Physical  Education 

and  Instruction  in  Hygiene 41 

IV.  Health  Teaching  and  Language 92 

V.     Education  in  Health  in  Reading 122 

VI.     Civics  and  Education  in  Health 138 

VII.     Health  Teaching  and  History 152 

VIII.     Relation  of  Geography  to  the  Conservation  of 

Health 165 

IX.     Arithmetic's  Contribution  to  Health  Education  180 

X.     Health  Education  through  Drawing 191 

XI.     Manual  Training  and  Home  Economics  as  Re- 
lated to  Health  Education 199 

(Penmanship) 212 

XII.     Administration  of  the  Health  Program 215 

References 244 

Index 248 


EDUCATION  IN  HEALTH 


Chapter  I 

THE   PROBLEM    OF   HEALTH   EDUCATION 

By  E.  George  Payne,  Ph.D. 

Health  an  Educational  Problem  - —  The  problem  of 
health,  like  that  of  accident  prevention,  is  a  problem 
of  human  conservation,  and  is  vitally  connected  with 
education  as  well  as  with  the  whole  social  policy.  In 
fact,  health  education,  physical  education,  and  edu- 
cation in  accident  prevention  are  fundamental  in  the 
whole  problem  of  human  welfare.'  Health,  moreover, 
is  mainly  a  matter  of  education,  whether  we  view  it 
from  the  angle  of  the  proper  conditions  that  conduce 
healthful  living  in  a  community  or  from  the  point  of 
view  of  the  personal  qualities  in  the  individual  essen- 
tial to  a  healthful  life.  Health,  in  a  constructive 
sense,  is  a  matter  of  education  since  it  can  result  only 
from  the  development  of  habits,  ideals,  attitudes, 
and  points  of  view  in  the  individual.  For  instance, 
keeping  the  teeth  clean  is  as  much  a  matter  of  habit 
as  the  observances  of  the  rules  of  etiquette,  and  the 
development  of  habits  is  one  of  the  basic  functions  of 
education;  for  when  the  child  is  acquiring  habits,  he 
is  being  educated,  whether  these  habits  are  the  result 
of  school,  home,  or  street  experience.     Furthermore, 

11 


12  EDUCATION   IN   HEALTH 

health  requires  knowledge,  attitudes,  and  ideals  since 
personal  and  social  practices  depend  upon  them. 
Health,  for  instance,  demands  that  the  lungs  be  sup- 
plied with  an  abundance  of  pure  air  at  all  times;  but 
getting  pure  air  into  the  lungs  at  all  times  is  quite  a 
complex  matter  and  involves  many  habits,  ideals, 
attitudes,  relating  to  one's  body,  to  his  personal  prac- 
tices, and  to  the  social  life  of  the  community.  The 
individual  must  have  some  knowledge  of  ventilation 
and  appropriate  habits  which  will  insure  the  appli- 
cation of  that  knowledge.  He  must  have  a  certain 
amount  of  room  space  in  which  to  work  and  sleep, 
hence  the  knowledge  of  the  effects  of  overcrowding 
is  important.  Finally,  one  needs  also  a  knowledge 
of  the  dangers  to  health  from  exposure,  contagious 
diseases,  over-eating,  and  bad  food,  and  an  appro- 
priate attitude  that  will  insure  the  use  of  this  knowl- 
edge. 

Agencies  Concerned  in  Health  —  Furthermore, 
health,  as  an  element  of  human  welfare,  is  possible 
only  through  the  co-operation  of  many  agencies, 
as  the  individual,  the  family,  and  the  community. 
All  of  these  agencies  are  directly  concerned  in  health- 
ful living.  While  all  these  agencies  are  concerned, 
health  can  only  be  assured  through  school  education; 
for  the  body  of  scientific  knowledge  necessary  for 
health  is  of  so  recent  development  that  it  has  not 
become  the  common  possession  of  the  community, 
and  therefore  can  be  transmitted  only  through  the 
school.     The  school,  then,  must  make  itself  respon- 


THE    PROBLEM    OF   HEALTH   EDUCATION  13 

sible  for  the  health  of  the  future.  Fortunately  the 
function  of  the  school,  among  other  things,  is  to 
develop  in  children  those  qualities  that  are  essential 
to  good  health.  The  public,  although  not  fully  con- 
scious of  the  fact,  maintains  the  school  for  that  pur- 
pose. The  school  has  a  curriculum  of  instruction 
designed  to  develop  those  qualities  in  the  individual 
that  will  make  him  the  most  effective  unit  in  the 
social  organization.  The  teaching  staff  has  been 
employed  upon  the  supposition  that  it  at  least  has 
the  potential  power  of  determining  what  these  quali- 
ties are  and  how  they  may  be  secured  through  instruc- 
tion. 

From  our  point  of  view,  we  find  it  convenient  to 
examine  the  health  program  under  the  following 
heads:  the  pre-school  child,  the  school  child,  and  the 
adult  that  has  passed  beyond  school  age.  The  pre- 
school period  of  the  child  is  an  exceedingly  important 
one  from  the  standpoint  of  our  social  weal;  and  for 
that  reason,  society  cannot  evade  its  responsibility 
with  reference  to  this  period.  Society  must  not 
content  itself  with  the  organization  and  control  of 
the  education  of  children  during  the  elementary 
school  period.  It  must  regard  also  the  educative 
activities  before  and  after  the  usual  compulsory 
school  period  as  its  legitimate  field,  and  organize 
the  whole  of  education  during  the  period  of  plasticity. 
If  the  school  is  concerned  with  the  training  of  children 
for  social  activities  and  not  merely  with  giving  a 
prescribed  amount  of   knowledge,  it    cannot    escape 


14  EDUCATION   IN   HEALTH 

the  responsibility  of  concerning  itself  with  the 
training  in  and  out  of  the  school  until  children 
are  prepared  for  their  vocational  activities  or  life's 
work. 

Complexity  of  Modern  Life  and  Health  —  The  need 
of  such  supervision  of  the  educative  process  in  the 
life  of  children  has  grown  out  of  the  complexity  of 
modern  life,  the  development  of  science,  and  the 
growth  of  knowledge  and  experience, —  factors  before 
noted.  Many  parents,  perhaps  a  majority  of  them, 
are  no  longer  able  to  provide  their  children  with  the 
proper  mental  and  physical  care  without  some  out- 
side assistance,  not  monetary,  largely,  but  educa- 
tional. The  need  of  scientific  treatment  in  the  care 
of  children  is  so  far  recognized  that  we  cannot  escape 
the  responsibility  of  insisting  upon  it.  The  need  of 
scientific  treatment  is  exemplified  by  what  has  been 
done  in  extending  care  to  mothers  with  children  of 
pre-school  age.  An  examination  of  infant  mortality 
alone  will  indicate  the  social  and  economic  signifi- 
cance of  the  aid  given  to  mothers  in  congested  envi- 
ronments and  with  limited  knowledge  of  child  treat- 
ment. It  will  also  emphasize  improvements  result- 
ing from  the  physical  care  of  children.  Monograph 
No.  1  of  the  Children's  Bureau  of  the  Department 
of  Labor  of  the  United  States  says:  "There  are  no 
complete  records  for  the  United  States  as  a  whole 
which  show  how  many  babies  die  year  by  year,  but 
Dr.  Cressy  L.  Wilber,  Vital  Statistician  of  the  Census 
Bureau,  estimates  that  approximately  three  hundred 


THE   PROBLEM   OF   HEALTH   EDUCATION  15 

thousand  die  yearly  in  the  United  States  before  reach- 
ing the  age  of  one  year."1 

The  statement  says  further:  "If  none  of  these 
infant  deaths  was  preventable,  we  should  have  no 
stimulus  for  trying  to  find  a  remedy.  But  we  are 
assured  by  the  highest  authorities  that  the  number 
of  deaths  can  be  greatly  reduced  if  we  apply  the 
best  methods  of  the  growing  science  of  sanitation. 
Indeed,  one  great  authority  says  that,  if  children 
were  well  born  and  well  cared  for,  the  infant  mortal- 
ity rate  would  be  negligible."2 

The  statement  continues:  "In  the  District  of  Co- 
lumbia between  1907  and  1912  death  rates  of  white 
infants  in  the  first  year  of  life  living  on  streets  fell 
from  one  hundred  thirty-one  to  one  hundred;  and 
among  those  living  on  alleys,  from  two  hundred  thir- 
teen to  ninety-eight;  and  among  colored  living  on 
streets,  from  two  hundred  ninety-nine  to  two  hundred 
sixty-nine;  and  among  those  living  on  the  alleys  from 
three  hundred  seven  to  two  hundred  sixty-two."3 

Infant  Mortality  a  School  Problem  —  Infant  mor- 
tality is  directly  a  social  and  economic  problem,  but 
it  is  indirectly  a  school  problem.  Those  children 
who  survive  the  hardships  to  which  so  many  succumb 
are  the  children  who  are  to  be  taught  in  the  schools. 
Those  who  survive  may  be  the  hardiest  of  all,  but  the 
conditions  that  kill  so  many  are  sure  to  leave  others 
with   stunted   or  retarded   growth,   defective  bodies, 

'See  page  7,  monograph  No.  1. 

2  Idem.,  page  8. 

3  See  Idem. 


Hi  EDUCATION   IN   HEALTH 

and  impaired  mental  life.  It  is  a  social  problem  to 
save  the  infants  from  dying,  but  it  is  a  school  prob- 
lem to  see  that  those  who  survive  are  in  a  condition 
to  receive  school  training  later.  Both  are  problems 
of  education.  This  is  just  as  important  as  it  is  for 
educational  authorities  to  provide  training  in  the 
open  air  for  tubercularly  disposed  children,  to  insist 
that  children  receive  proper  nourishment  before  try- 
ing to  learn,  or  to  give  defective  children  special 
training  under  conditions  favorable  to  their  future. 
These    functions    have    long    been    recognized. 

Health  Conditions  in  the  United  States  —  No  doubt 
many  of  the  physical  deficiencies  of  the  school  child 
which  are  shown  in  the  reports  of  the  National  Edu- 
cation Association,  of  the  National  Physical  Educa- 
tional Association,  and  the  physical  deficiencies  of 
the  adult  which  are  shown  in  health  statistics  of  the 
army  and  navy  are  due  to  the  deplorable  state  of  ignor- 
ance concerning  the  treatment  of  the  pre-school  child. 

The  national  health  conditions  have  been  forcibly 
brought  to  our  attention  through  the  large  number 
of  rejections  in  our  national  army  due  to  physical 
defects  resulting  from  a  lack  of  the  proper  health 
conditions,  and  physical  training,  and  from  accident. 
General  Wood  says  in  the  Metropolitan  of  June  1919: 
"The  application  of  the  principle  of  Universal  Ser- 
vice brought  to  the  colors  through  the  draft,  first  and 
last,  approximately  three  million  men, —  men  from 
all  sections  of  the  country  and  from  all  the  races  and 
race  mixtures  which  make  up  our  population. 


THE   PROBLEM   OF   HEALTH   EDUCATION  17 

"It  furnished  an  excellent  opportunity  to  see  the 
men  of  America  as  they  are;  and  while  the  showing 
was  splendid  in  all  that  related  to  willingness  to 
serve  the  Nation  in  time  of  war,  either  in  the  ranks 
or  wherever  sent,  and  to  do  their  part  in  the  great 
struggle  for  civilization  and  humanity,  for  good  and 
fair  dealing  among  nations,  it  brought  to  our  atten- 
tion certain  conditions  which  are  not  only  regret- 
table but  alarming, —  that  only  about  half  of  the 
men  of  military  age  are  really  fit  for  hard  military 
service.  This  rating  is  based  upon  standards  of 
physical  excellence  well  below  those  of  the  regular 
army,  navy,  and  marine  corps  in  time  of  peace.  The 
Draft  Boards  sent  forward  to  the  Training  Camps 
seventy  and  sixty-five  hundredths  per  cent  of  all 
who  presented  themselves  for  enrollment  and  were 
suitably  examined  by  the  board.  Of  those  sent  to 
the  Training  Camps  an  average  of  seven  per  cent 
were  rejected  as  unfit  for  any  public  service;  and  a 
large  percentage  was  sent  to  Development  Battalions, 
and  others  to  Labor  Battalions,  camp  utilities,  and 
special  lines  of  work  not  requiring  the  best  physical 
condition;  so  that,  deducting  all,  it  is  safe  to  say  that 
not  over  fifty  per  cent,  probably  less,  of  the  men  were 
fit  for  line  service  when  the  Nation  was  called  to  the 
colors. 

"In  some  of  the  racial  groups  from  certain  sections 
vice  diseases,  active  or  latent,  but  dangerous,  were 
found  amounting  to  over  thirty  per  cent.  Through 
all  the  draft  there  was  a  lamentable  and  alarmingly 


18  EDUCATION   IN   HEALTH 

heavy  percentage.  The  percentage  was  lower  among 
men  coming  from  agricultural  and  ranching  districts 
of  the  Middlewest  and  Northwest,  much  heavier 
among  the  colored  than  among  the  white  race.  The 
heaviest  percentages,  taking  the  men  as  a  whole, 
were  found  among  those  coming  from  the  large  towns 
and  manufacturing  centers." 

The  data  gathered  from  the  examinations  of  drafted 
men  have  aroused  us  to  the  necessity  of  a  thorough- 
going national  policy  for  the  conservation  of  human 
life.  These  data  have  also  led  us  to  analyze  more 
closely  the  physical  conditions  among  school  chil- 
dren in  the  United  States. 

The  following  statistics  concerning  school  chil- 
dren are  in  point  :x 

Mentally  defective 200,000,  or  1% 

Organic  heart  disease 250,000,  over  1% 

Have  now  or  have  had  tuberculosis 1,000,000,  or  5% 

Defective  hearing 1,000,000,  or  5% 

Defective  sight 5,000,000,  or  25% 

Malnutrition 3,000,000  to  5,000,000,  or  15%  to  25% 

Adenoids,  diseased  tonsils,  or  other  glandular 

defects 3,000,000  to  5,000,000,  or  15%  to  25% 

Weak  foot-arches,  weak  spines,  or  other  joint 

defects 2,000,000  to  4,000,000,  or  10%  to  20% 

Defective  teeth .  .  .  11,000,000  to  16,000,000,  or  50%  to  75% 
Detrimental  physical  defects 16,000,000,  or  75% 

The  statistics  given  for  the  United  States  as  a 
whole   are   confirmed   by   other   data   gathered   from 

1  Annual  report  of  the  National  Educational  Association,  191S,  page  144. 


THE   PROBLEM   OF   HEALTH  EDUCATION  19 

various  sources  and  particularly  from  a  survey  made 
by  the  Missouri  Tuberculosis  Association  in  fifteen 
schools  in  two  counties,  twelve  of  which  were  one 
room;  one,  two  rooms;  and  two  village  schools  of 
several  rooms.     The  statement  is  as  follows: 

"  These  physical  examinations  of  rural  school  chil- 
dren in  Missouri  have  confirmed  those  made  in  other 
sections  of  the  United  States  in  proving  that  the 
common  physical  defects  of  school  children  —  mal- 
nutrition, decayed  teeth,  defective  tonsils  and 
enlarged  adenoids,  defective  eye  sight  —  are  dis- 
astrously prevalent  among  rural  children.  There 
was  remarkably  little  difference  in  the  medical  find- 
ings for  the  two  counties. 

"The  figures  may  be  summarized  as  follows: 

Pupils — 

(1)  10  per  cent  or  more  underweight 127  or  22.2% 

(2)  Having  decayed,  unfilled  teeth 409  or  72.5% 

(3)  Who  are  mouth  breathers Ill  or  20.0% 

(4)  Having  defective  tonsils 204  or  47.5% 

(5)  Probably  having  adenoids 265  or  47.7% 

(6)  Having  defective  or  questionable  eye- 

sight   195  or  34.9% 

Number  of  pupils  weighed 572 

Examined  by  physicians 556 

Health  and  Safety  Education  —  In  the  face  of  these 
conditions  among  school  children  and  among  men 
and  women,  educators  are  led  to  consider  anew  the 
whole  problem  of  education  for  the  preservation  and 
conservation    of    human    energy.     The    consensus    of 


20  EDUCATION   IN   HEALTH 

opinion  is  that  these  unfavorable  health  statistics 
might  have  been  altered  by  means  of  a  constructive 
health  program  in  the  schools.  The  problem  of 
conservation  of  life  involves  two  aspects:  first,  physi- 
cal and  health  education;  and  second,  accident  pre- 
vention. The  first  of  these  problems  involves  health 
education  and  supervision  on  the  one  hand  and 
physical  education  and  recreation  on  the  other.  It 
is  the  object  of  this  report  to  outline  a  policy  as  well 
as  a  program  of  conservation  of  the  human  element 
among  our  national  resources  through  definite  health 
activities  and  instruction.  The  program  concerns 
itself  primarily  with  constructive  health  activities 
rather  than  with  corrective  measures. 

The  statistics  presented  showing  health  conditions 
among  children  of  pre-school  age  in  infant  mortality, 
among  children  of  school  age  in  defects  and  diseases, 
among  school  children  and  of  adults  in  the  army  and 
navy  indicate  the  need  of  a  careful  scrutiny  of  the 
causes  of  the  unsatisfactory  health  status.  Such 
an  examination  leads  us  to  consider  the  health  prob- 
lem under  two  heads:  first,  the  problem  of  community 
sanitation  and  health;  and  second,  the  problem  of 
individual  health. 

Causes  of  Undesirable  Health  Conditions  —  Infant 
Mortality  —  The  problem  of  community  health  may 
be  exemplified  in  the  question  suggested  above - 
infant  mortality  and  its  attendant  evils.  The  analy- 
sis of  this  problem  from  various  studies  made  by  the 
Children's   Bureau   indicates   that   there   are   specific 


THE   PROBLEM   OF   HEALTH   EDUCATION  21 

reasons  for  these  health  conditions.  Among  the 
most  important  are,  first,  insufficient  income;  second, 
unsanitary  conditions;  third,  improper  housing; 
fourth,  unsuitable  and  insufficient  food  and  clothing; 
fifth,  lack  of  proper  medical  attention;  sixth,  the 
employment  of  mothers.  No  better  illustration  of 
the  need  of  education  in  the  elimination  of  those 
conditions  which  interfere  with  the  promotion  of 
community  sanitation  could  be  given  than  that  indi- 
cated in  these  causes  of  infant  mortality.  What  is 
the  educational  problem,  then,  in  relation  to  infant 
mortality  and  the  consequent  ill  health  resulting  from 
conditions  causing  this  high  mortality?  The  prob- 
lem, in  so  far  as  school  education  is  concerned,  is, 
first,  how  to  develop  intelligence  among  school  chil- 
dren themselves;  second,  how  to  spread  this  intelli- 
gence to  parents  in  the  home  by  wise  direction  of 
school  children;  and,  third,  how  to  organize  school 
children  and  direct  their  activities  in  the  promotion 
of  community  sanitation. 

Infant  mortality  is  merely  a  symptom  of  com- 
munity conditions  which  result  in  a  high  degree  of 
social  incapacity  and  inefficiency.  These  conditions 
must  be  remedied.  Those  same  conditions  that 
produce  a  high  percentage  of  infant  mortality  cause 
unemployment  among  adults,  induce  incapacity  for 
strenuous  and  continuous  labor,  and  promote  a  gen- 
eral lack  of  ambition  and  will. 

Health  in  Open  Air  Schools  — -  Another  case  will 
illustrate    how    health    must    be    made    the    subject- 


22  EDUCATION   IN   HEALTH 

matter  of  education.  It  is  generally  recognized  that 
a  considerable  percentage  of  school  children  suffer 
from  malnutrition,  in  some  cities  as  high  as  five  per 
cent.  In  St.  Louis  we  have  gathered,  as  in  other 
cities,  a  few  of  the  worst  cases  of  malnutrition  into 
open  air  schools.  We  care  for  about  five  hundred 
children  each  year,  and  in  an  average  of  ten  months 
children  are  returned  to  their  home  schools  restored 
to  health;  and  the  means  by  which  this  restoration 
to  health  is  achieved  is  mainly  through  proper  feed- 
ing. Now  a  remarkable  thing  about  these  anaemic 
and  pre-tubercular  children  is  that  poverty  is  not 
the  cause  of  malnutrition.  The  parents  of  sixty  per 
cent  of  these  children  pay  for  their  food  at  the  school. 
This  is  clear  evidence  that  ignorance,  and  not  a  lack 
of  money,  causes  malnutrition.  Through  a  prac- 
tical course  in  nutrition  tied  up  with  the  school  work 
and  with  the  daily  activities  of  the  children,  the 
schools  could  overcome  malnutrition  in  the  thou- 
sands of  poorly  fed  children.  They  could,  moreover, 
make  the  whole  school  population,  and  even  the 
parents,  intelligent  about  the  simple  principles  of 
correct  nutrition.  There  are  also  many  other  com- 
munity problems  that  should  be  directly  attacked 
through  school  instruction  and  the  activities  of  the 
school  children,  but  these  will  serve  to  illustrate  our 
point. 

The  Scope  of  Health  Instruction  —  The  problem 
of  health  instruction  is  larger  than  that  merely  of 
the   elimination   of   undesirable   conditions   from   the 


THE   PROBLEM   OF   HEALTH   EDUCATION-  23 

immediate  community.  It  is  a  problem  of  right 
habits  in  the  individual  of  proper  ideals  and  of  correct 
attitudes  toward  the  whole  problem  of  community, 
state,  national,  and  even  international  sanitation 
and  health  movements.  For  instance,  every  school 
child  should  be  intelligent  about  the  cleaning  up  of 
the  Panama  zone,  the  elimination  of  malaria  and 
yellow  fevers.  They  should,  moreover,  be  intelli- 
gent about  the  part  that  men  have  taken  in  the  pro- 
motion cjfJiej|]|Ji_along  these  lines  in  all  parts  of  the 
world.  /  There  is,  furthermore,  a  subject  of  no  greater 
interest  to  school  children  than  that  of  the  history 
of  the  origin  and  development  of  the  effort  to  elimi- 
nate tuberculosis  and  the  intelligent  handling  of  that 
and  other  health  problems.  In  other  words,  the 
health  program  should  include,  as  suggested  above, 
such  a  comprehensive  list  of  topics  for  development 
as  will  result  in,  not  only  personal  habits,  but  in  an 
understanding  of  all  conditions  essential  to  a  whole- 
some life  in  the  individual  and  the  group.  Further- 
more, the  program  should  include  activities  that 
will  insure  a  sympathetic  understanding  and  appre- 
ciation of  the  part  that  an  adult  citizen  should  take 
in  the  promotion  of  health  endeavors  and  also  some 
skill  in  health  performance.  Finally,  every  pupil 
should  be  deeply  impressed  with  the  notion  that 
disease  and  unfavorable  health  conditions  are  due  to 
individual  and  social  ignorance  and  bad  habits. 

Health  Education  of  the  Citizen  —  TKehealth  pro- 
gram is  even  more  fundamental  than  what  is  implied 


24  EDUCATION   IN   HEALTH 

in  individual  health  and  sanitation.  It  has  a  much 
wider  function  than  that  of  merely  acquainting  the 
pupils  with  the  conditions  determining  health  and 
initiating  them  into  activities  tending  to  promote 
healthful  living.  It  is  conceived  as  a  part  of  a  pro- 
gram of  education  in  a  democracy  which  implies 
a  number  of  important  skills,  knowledges,  ideals, 
and  attitudes.  Among  the  important  needs,  if  we 
are  to  realize  the  objects  of  the  program,  are  the 
following : 

First,  an  intelligent  participation  in  the  promotion 
of  enterprises  to  insure  healthful  conditions.  It  is 
useless  to  think  of  adult  citizens  becoming  intelli- 
gently active  in  the  elimination  of  neighborhood 
nuisances,  who  have  been  allowed  to  go  through 
school  during  the  period  of  plasticity  and  the  time 
of  greatest  educational  possibility  without  being 
allowed  that  opportunity.  The  only  means,  there- 
fore, of  developing  ability  in  intelligent  participation 
in  community  life  is  to  afford  that  opportunity  while 
children  are  under  the  guidance  of  skilled  teachers 
and  school  workers.  We  can  say,  further,  that  chil- 
dren who  have  had  no  experience  in  the  ways  and 
methods  of  eliminating  undesirable  conditions  from 
the  school  district  will  not  be  likely  to  take  an  active 
part  in  cleaning  up  the  neighborhood  when  they 
have  completed  their  school  career. 

Second,  we  must  to  a  certain  degree  locate  respon- 
sibility for  conditions  and  their  elimination  in  chil- 
dren,—not    finally,    of    course.     Adults    must    take 


THE   PROBLEM   OF   HEALTH   EDUCATION  25 

care  of  the  administration  of  laws,  but  children  need 
to  feel  some  responsibility  as  a  matter  of  education. 

Third,  there  must  be  an  opportunity  for  co-opera- 
tion in  social  tasks. 

Fourth,  we  must  afford  the  children  the  oppor- 
tunity to  do  committee  work  in  the  school  in  which 
the  idea  as  developed  among  the  student  community 
itself  may  eventuate  in  action  directed  toward  the 
raising  of  standards  of  individual  and  community 
sanitation. 

Health  Education  and  Citizenship  —  No  community, 
whether  under  autocratic  or  democratic  rule,  can 
carry  on  its  work  unless  its  citizens  co-operate 
through  community  associations,  clubs,  committee 
work,  and  the  like.  If  this  is  true,  is  it  not  then 
necessary  that  the  great  body  of  citizens  who  have 
only  a  grade  education  have  some  training,  not  merely 
theoretical,  but  practical,  in  initiating,  promoting 
discussing,  and  carrying  out  projects  that  will  equip 
them  for  a  more  intelligent  and  effective  participa- 
tion in  the  kind  of  community  work  they  will  be 
called  upon  as  citizens  to  perform?  Should  we  be 
satisfied  with  training  and  skills  merely  in  the  use  of 
tools  of  a  non-social  character?  Do  we  imagine  that 
the  most  difficult  of  all  tasks  can  be  learned  acciden- 
tally in  connection  with  the  performance  of  vocational 
acts?  Effective  citizenship  implies  training  through 
action,  not  in  arithmetic,  geography,  and  the  like 
merely,  but  training  that  will  result  in  skills,  ideals, 
and    attitudes    in    the    performance    of    community 


26  EDUCATION   IN   HEALTH 

functions.  Poverty,  unsanitary  conditions,  bad  poli- 
tics, and  the  innumerable  social  ills  are  the  result  of 
social  ignorance  and  incompetence  brought  about 
by  our  failure  as  teachers  or  educators  to  conceive 
that  it  is  our  task  to  develop  the  very  skills  and  ideals 
in  the  children  during  the  years  of  plasticity  that 
an  ideal  society  -calls  for. 

Fifth  and  finally,  the  school  should  be  a  miniature 
community  in  which  the  children  learn  to  assume 
responsibility  for  the  future  welfare  of  the  group  of 
which  they  are  a  part.  This  is  a  new  call  to  social 
service.  It  has  become  unpopular  in  this  age  of 
extreme  individualism  to  appeal  to  the  instinct  to 
serve,  and  yet  this  instinct  is  just  as  fundamental 
in  the  nature  of  man  as  is  the  instinct  to  protect 
oneself  by  providing  for  the  future.  This  aspect 
of  child  nature  has  been  to  a  large  extent  neglected 
in  the  schoolroom  because  the  teacher  has  empha- 
sized the  learning  of  tasks  of  supposed  benefit  to  the 
child  alone.  I  believe  that  this  point  of  view  of  the 
teacher  in  the  last  half  century  accounts  for  many  of 
our  social  ills  today.  For  this  reason,  a  fundamental 
part  of  the  new  education  must  be  exercises  in  social 
service,  not  merely  knowledge  about  ideals  of  social 
service.  In  other  words,  the  child  must  develop  in 
the  schoolroom  an  intelligent  attitude  toward  and 
correct  habits  in  community  responsibility.  This 
program  of  health  education,  then,  proposes  outlines, 
projects,  subjects,  and  activities  that  will  secure 
effective  results  from  school  education. 


Chapter  II 

THE  METHOD  OF  HEALTH  EDUCATION 

By  Margaret  E.  Noonan,  Ph.D. 

It  has  been  pointed  out  in  the  previous  chapter  that 
health  in  a  constructive  sense  is  a  matter  of  education 
since  an  individual  can  be  healthy  only  in  proportion 
to  the  number  and  effectiveness  of  the  health  habits, 
ideals,  and  attitudes  that  have  been  built  into  him 
through  training. 

In  stressing  the  importance  of  education  in  a  social 
program  for  health  there  is  no  desire  to  minimize  the 
influence  of  heredity  on  physical  well  being  or  to 
discount  or  disparage  any  social  eugenic  movement 
that  is  directed  toward  the  physical  improvement 
of  the  race.  The  fact  remains,  however,  that  no 
matter  how  strongly  hereditary  factors  have  tended 
toward  physical  perfection  in  any  individual  the 
complex  social  life  of  the  present  makes  proper  physi- 
cal development  impossible  unless  the  individual 
has  acquired  the  proper  health  training  to  conserve 
and  develop  his  hereditary  endowment.  It  is  equally 
true  that  individuals  even  seriously  handicapped  by 
heredity  along  physical  lines  may  largely  overcome, 
by  the  development  of  right  health  practices,  such 
handicaps. 

The  Place  of  Education  in  Health  in  a  School  Pro- 
gram —  Society's     chief     educative     institution,     the 

27 


28  EDUCATION    IN    HEALTH 

school,  must,  therefore,  face  the  responsibility  of 
setting  up  physical  standards  to  be  attained,  of 
encouraging  and  developing  ideals  that  will  tend 
toward  better  physical  development,  and  of  forming 
sound  health  habits  that  will  enable  its  members  to 
meet  adequately  the  complexities  and  difficulties  of 
modern  social  life.  The  school  may  and  should 
utilize  all  other  educative  forces,  such  as  the  home, 
the  neighborhood,  the  community,  boys'  and  girls' 
clubs  and  organization,  as  far  as  it  can  in  attaining 
the  ends  which  it  seeks;  but  the  school  must  take 
primary  responsibility  for  co-ordinating,  reinforcing, 
and  directing  these  extra  school  influences  and 
agencies  to  the  accomplishment  in  the  most  effective 
way  of  a  complete  and  well  rounded  health  program. 
When  environing  influences  are  antagonistic  to  or 
destructive  of  a  health  program,  the  responsibility 
of  the  school  is  more  marked  than  when  such 
influences  are  favorable.  Environing  influences  will 
be  modified  so  as  to  furnish  conditions  conducive  to 
healthy  development  only  when  a  sufficient  number 
of  individuals  have,  through  education,  become  sym- 
pathetic toward  such  modification.  Society,  then, 
must  look  to  the  school,  and  above  all  to  the  elemen- 
tary school,  if  the  individuals  that  compose  it  are 
to  be  physically  able  to  carry  on  its  work  in  an  envi- 
ronment favorable  to  sound  healthful  development, 
and  if  it  is  to  have  communities  in  which  there  are 
large  numbers  of  people  with  knowledge  as  to  what 
constitutes   good    health,    with   ideals    and    attitudes 


THE   METHOD   OF   HEALTH   EDUCATION  29 

toward  health,  and  with  well  established  health 
habits. 

Good  health  is  not  merely  a  result  of  knowing  some 
facts  concerning  hygienic  living  and  of  indulging 
with  more  or  less  regularity  in  practices  that  are 
deemed  healthful.  Such  practices  cannot  be  rele- 
gated to  a  separate  portion  of  a  day  or  week,  and 
neglected  at  other  periods.  Good  health  can  only  be 
secured  through  healthful  thinking  and  practicing  co- 
existent with  life  itself.  The  completely  healthy  indi- 
vidual is  not  the  one  who  indulges  in  certain  activities 
to  secure  health,  but  the  one  who  makes  every 
activity  of  his  daily  life  contribute  to  the  building 
of  sound  health  habits,  ideals,  and  attitudes.  Just 
as  one  cannot  become  a  social  or  a  moral  being  save 
by  complete  social  and  moral  living,  so  one  cannot 
become  a  healthy  individual  save  by  continuous 
integration  of  all  living  with  healthful  practices 
and  purposes.  I  If  the  school  is  to  perform  its  proper 
function,  every  activity  that  takes  place  within  the 
school  must  contribute  to  the  establishment  and 
encouragement  of  healthful  living  and  to  the  devel- 
opment  of   standards   of   health. 

If  this  be  true,  it  is  clear  that  we  cannot  secure 
sound  health  habits  and  ideals  by  setting  apart  a 
portion  of  the  school  day  or  week  for  the  formal 
teaching  of  health.  Rather,  the  entire  school  cur- 
riculum in  reading,  language,  civics,  history,  and  in 
fact  in  all  school  subjects,  must  be  thought  of  as 
materials  and  means  through  which  children  become 


30  EDUCATION   IN   HEALTH 

more  social,  more  moral,  and  more  healthful.  Every 
school  situation,  as  every  life  situation,  is  either 
healthful  or  unhealthful.  It  is  the  business  of  the 
school  to  point  out  during  all  the  hours  of  the  day 
in  all  subjects  those  situations  that  are  conducive  to 
health  and  to  the  acquisition  of  healthful  practices, 
and  those   that   are   detrimental. 

Every  school  subject  in  addition  to  building  knowl- 
edge or  skill  along  its  own  particular  lines  should 
constantly  secure  knowledge  and  judgment  with 
regard  to  such  important  social  objectives  as  thrift, 
self-control,  honesty,  safety,  and  health.  These 
objectives  cannot  be  adequately  realized  by  limiting 
instruction  in  them  to  a  small  part  of  the  day.  They 
must  constantly  be  kept  in  mind  by  the  teacher  in 
connection  with  all  subjects  and  all  schoolroom  activi- 
ties. Only  through  constant  reiteration  of  the  impor- 
tance of  each  in  all  situations  as  they  occur  in  the 
schoolroom  will  they  become  an  integral  part  of  the 
child's  life  and  consciousness. 

This  conception  of  the  method  to  be  employed  in 
establishing  an  adequate  health  consciousness  per- 
meated the  thinking  of  all  those  who  have  con- 
tributed to  the  building  of  the  course  presented 
in  the  following  chapters. 

Education  in  Health  Not  a  New  Subject  —  The 
course  is  distinctly  not  intended  as  a  new  subject  to 
be  added  to  the  curriculum,  but  is  designed  to  show 
how  the  ordinary  subjects  of  the  curriculum  can  be 
utilized  in  teaching  health.     Every  subject  has  been 


THE    METHOD   OF   HEALTH   EDUCATION  31 

carefully  scrutinized  and  analyzed  in  order  to  deter- 
mine how  far  its  content  can  contribute  to  the  forma- 
tion of  desirable  health  habits,  ideals,  and  attitudes. 
The  course  here  proposed  should  be  thought  of  as 
only  partial  and  suggestive. 

No  course  could  anticipate  all  of  the  situations 
that  would  arise  in  any  class  room  that  have  health 
implications.  The  most  significant  situations  may 
arise  unexpectedly,  and  the  wise  teacher  will  effec- 
tively utilize   these. 

A  number  of  typical  situations,  many  of  which  will 
arise  in  connection  with  the  various  subjects  of  the 
curriculum,  are  here  given  in  order  to  make  teachers 
aware  of  the  great  number  of  topics  and  activities  that 
have  health  significance,  and  to  show  how  these  may 
be  used  to  build  a  health  consciousness  in  growing 
children.  The  skillful  teacher  will  be  able  to  find 
many  situations  in  her  own  class  room  growing  out 
of  individual  or  class  projects  that  have  greater  sig- 
nificance for  the  children  of  her  group.  These  can 
well  be  utilized  rather  than  the  ones  suggested  in 
this  course.  It  will,  nevertheless,  be  of  considerable 
benefit  to  all  elementary  school  teachers  to  read  care- 
fully the  entire  course  as  many  of  the  topics  suggested 
in  it  will  necessarily  arise  in  any  class  room. 

Health  Habits  and  Health  Consciousness  —  An  ade- 
quate health  consciousness  in  any  individual  implies 
that  he  has  a  knowledge  of  the  facts  that  are  neces- 
sary in  order  to  select  conditions  conducive  to  health, 
that  he  has  many  well  established,  desirable  health 


32  EDUCATION   IN   HEALTH 

habits,  and,  in  addition,  an  appreciation  of,  and  a 
feeling  for,  the  worthwhileness  of  health  in  individ- 
uals that  is  sufficiently  strong  to  induce  him  to  make 
his  own  practices  always  contribute  to  the  building 
of  health. 

It  is  important  to  keep  in  mind  that  one  must  not 
only  know  facts  bearing  on  health,  but  that  one  must 
constantly  see  where  these  facts  may  function  in 
creating  healthful  environing  conditions.  Much  of 
the  instruction  given  in  the  elementary  schools  under 
the  names  of  hygiene,  physiology,  or  health  lessons 
and  that  has  been  designed  to  make  healthy  individ- 
uals has  failed  to  accomplish  its  purpose  because  it 
has  been  unrelated  to  health  or  because  children 
could  not  see  specifically  where  the  information  given 
could  be  used  in  carrying  on  their  life  activities.  This 
course,  therefore,  has  not  only  indicated  the  knowl- 
edge which  it  is  desirable  for  children  to  have,  but 
has  organized  and  applied  this  information  to  definite 
specific  situations,  which  come  within  children's 
experiences  in  order  that  they  may  be  stimulated  to 
do  something  with  their  knowledge.  The  course  will 
distinctly  fail  in  its  purpose  if  teachers,  using  it,  do 
not  keep  constantly  in  mind  the  necessity  of  having 
the  health  facts  that  are  taught  grow  out  of  situations 
which  her  children  are  experiencing,  and  if  there  is 
not  a  constant  emphasis  on  practice  in  accordance 
with  the  knowledge  gained. 

It  would  be  highly  desirable  if  we  could  establish 
a  definite  health  habit  in  connection  with  every  situa- 


THE   METHOD   OF   HEALTH   EDUCATION  33 

tion  which  comes  up  in  life.  This  is,  of  course,  impos- 
sible since  we  cannot  anticipate  all  the  situations 
which  a  child  will  meet  and  since  some  of  the  situa- 
tions with  which  we  wish  to  establish  habits  cannot 
be  created  in  the  schoolroom.  Our  problem,  never- 
theless, is  to  establish  as  many  desirable  health  habits 
as  we  can.  The  method  to  be  employed  here  is  the 
same  as  should  be  employed  in  establishing  any 
habits.  We  must  (1)  get  clearly  before  the  chil- 
dren a  knowledge  of  the  practices  that  lead  to  good 
health;  (2)  create  in  the  schoolroom  situations  that 
will  furnish  practice  in  these  habits;  (3)  consistently 
approve  of  the  correct  practices  and  disapprove  of 
the  incorrect  until  the  children  have  built  into  their 
own  consciousness  a  feeling  of  satisfaction  in  desir- 
able health  habits. 

The  Difficulty  of  Securing  Life  Situations  - —  In 
establishing  health  habits  we  are  confronted  with 
some  difficulties  which  are  not  so  marked  in  estab- 
lishing habits  in  connection  with  such  school  subjects 
as  arithmetic  or  reading.  Frequently  it  is  very 
difficult  and  sometimes  impossible  to  create  the 
real  situation  in  connection  with  which  we  wish  to 
establish  the  habit  in  a  schoolroom.  It  is  a  well 
established  psychological  fact  that  habits  can  be 
most  effectively  formed  in  connection  with  the  real 
situations  in  which  they  are  to  operate  or  in  some- 
thing approximating  these  situations.  If,  for  ex- 
ample, a  teacher  wishes  to  have  children  establish 
the   habit    of    selecting    nutritious    rather    than  sim- 


;;|  EDUCATION   IN   HEALTH 

ply   palatable  food,  the  following  plans  may  suggest 
themselves: 

1.  Getting  children  to  actually  choose  the  desir- 
able kinds  of  food  in  the  school  lunch  room. 

2.  Having  different  children  tell  in  oral  or  written 
form  the  kind  of  food  that  should  be  chosen. 

3.  Having  children  choose  from  a  chart  containing 
pictures  of  a  variety  of  foods  or  from  a  menu  card  the 
ones  most  desirable. 

It  is  apparent  that  the  situation  presented  in  (1)  is 
most  real  and  would  be  most  effective  in  the  establish- 
ment of  the  correct  habit.  It  is  equally  apparent  that 
the  plan  in  (3)  resembles  more  nearly  the  real  situation 
than  the  one  in  (2),  and  the  possibility  of  the  habit 
established  in  this  way  affecting  one's  action  in  the  real 
situation  would  therefore  be  greater  and  should  be 
used  in  preference  to  plan  (2). 

Where  it  is  impossible  to  create  the  real  situation 
or  something  closely  approximating  it  in  reality  in 
the  schoolroom,  there  is  no  advantage,  but  rather  a  loss, 
in  substituting  purely  artificial  situations.  For  ex- 
ample, it  may  be  very  desirable  for  children  to  form 
the  habit  of  sleeping  in  rooms  with  open  windows  to 
admit  fresh  air.  The  best  way  to  establish  this  habit 
is  in  the  home  since  the  real  situation  cannot  be 
brought  into  the  schoolroom.  To  attempt  to  meet 
this  difficulty  by  having  children  construct  a  doll 
house  in  which  dolls  are  regularly  put  to  bed  in  a  room 
with  lowered  windows  has  very  doubtful  value  as  a 
means  of  forming  the  habit  we  desire  to  form.     This 


THE   METHOD  OF  HEALTH   EDUCATION  35 

method  may  impress  on  the  minds  of  the  children  the 
fact  that  windows  in  sleeping  rooms  should  be  opened, 
and  it  will  probably  impress  it  more  forcefully  than 
the  daily  repetition  of  the  rule,  "Sleep  with  your  bed- 
room windows  open."  In  either  case,  however,  we  are 
simply  giving  information  which  may  or  may  not  lead 
to  a  desirable  practice.  In  trying  to  get  this  particular 
habit  established  we  may  go  a  step  beyond  the  mere 
giving  of  information.  We  can  have  children  report 
daily  on  whether  or  not  they  sleep  with  open  bedroom 
windows,  and  approve  of  the  desirable  practice.  It 
is,  however,  often  difficult  for  little  children  to  dis- 
criminate between  disapproval  of  themselves  and  dis- 
approval of  a  condition,  and  they  are  therefore  led  to 
make  false  reports  to  win  approval.  It  is  probably 
better  in  such  situations  to  recognize  that  all  the  school 
can  do  is  to  give  information  in  the  most  impressive 
way  possible  of  practices  that  are  desirable  and  show 
why  they  are  desirable  rather  than  waste  time  in 
attempting  to  form  habits  in  connection  with  artificial 
situations.  When  children  are  sufficiently  impressed 
with  the  desirability  of  certain  practices,  they  frequent- 
ly take  the  initiative  in  the  home  in  seeing  that  the 
practice  is  carried  out.  It  has  been  pointed  out 
previously  in  this  chapter  that  habits  cannot  be  estab- 
lished effectively  unless  wrong  responses  are  consis- 
tently disapproved  of  when  they  occur.  It  is,  therefore, 
much  more  difficult  for  the  school  to  establish  habits 
of  health  than  it  would  be,  for  example,  arithmetical 
habits.     A  wrong  response  in  the  home,  in  the  store, 


36  EDUCATION   IN   HEALTH 

at  the  news  stand  to  "5  and  5"  is  consistently  dis- 
approved of,  but  the  eating  of  food  with  unclean  hands 
is  not  so  consistently  disapproved  of.  Moreover,  the 
child  frequently  in  the  home  is  building  habits  that  are 
in  opposition  to  those  the  school  is  encouraging. 
While  the  school  is  emphasizing  the  individual  drinking 
cup  as  a  sanitary  measure,  the  home  may  be  encourag- 
ing the  use  of  a  community  cup.  In  arithmetic  or 
geography  we  can  to  a  considerable  extent  prevent  the 
situations  that  would  be  wrongly  responded  to  from 
arising  outside  of  the  schoolroom  until  the  correct 
response  has  been  habituated,  but  health  situations 
cannot  be  limited  to  the  schoolroom  since  all  living 
is  either  healthful  or  unhealthful. 

Essentials  in  the  Formation  of  Health  Habits  —  If 
the  home  and  street  are  not  to  nullify  the  good  habits 
which  the  school  is  attempting  to  inculcate,  two  things 
must  be  done.  (1)  We  must  make  the  information 
with  regard  to  health  impressive  and  must  see  that 
it  is  thoroughly  bound  up  with  a  feeling  for  the  value 
of  good  health  so  as  to  insure  the  cooperation  of  the 
child  in  disapproving  of  his  own  wrong  responses 
when  they  occur.  (2)  We  must  secure  the  cooperation 
of  the  home  and  perhaps  teach  the  home  what  the 
desirable  habits  are  which  the  school  is  attempting  to 
establish,  through  the  health  records,  health  charts, 
health  clubs,  and  through  allowing  additional  credit 
for  health  practices  outside  of  school.  The  use  of 
standardized  health  cards,  charts,  and  records  in  com- 
petitions where  children  keep  a  continuous  record  of 


THE   METHOD   OF  HEALTH   EDUCATION  37 

progress  tends  to  establish  health  habits  through 
constant  exercise  and  to  secure  the  approval  of  the  indi- 
vidual or  group  for  those  who  are  accomplishing  the 
desired  results. 

Children  and  adults  frequently  make  desirable 
responses  in  connection  with  some  situations  and  fail 
entirely  to  see  wherein  other  situations  are  analogous. 
In  order  to  establish  habits  that  will  operate  in  a 
variety  of  situations,  it  is  necessary  to  make  clear  to 
children  as  many  situations  as  possible  where  the 
desired  response  will  apply.  For  example,  they  must 
not  only  be  made  to  feel  the  necessity  of  keeping  the 
food  in  their  homes  free  from  flies,  but  also  the  necessity 
of  purchasing  food  that  has  not  been  exposed  to  flies. 

There  is  no  sharply  defined  period  in  the  life  of 
children  when  they  cease  to  form  habits  and  begin  to 
establish  ideals  and  attitudes.  There  are,  however, 
certain  habits  that  should  be  pretty  well  established  in 
the  first  four  grades  of  the  elementary  school  curric- 
ulum. These  are:  (1)  habits  of  cleanliness  of  the 
whole  body  with  special  emphasis  upon  the  teeth, 
nails,  hands,  and  face;  (2)  habits  of  exercising  in  the 
open  air;  (3)  habits  of  sleeping  in  properly  ventilated 
rooms;  (4)  habits  of  properly  chewing  food;  (5)  habits 
of  selecting  the  proper  kinds  of  food;  (6)  habits  of 
keeping  other  things  than  food  out  of  their  mouths; 
and  (7)  habits  of  taking  the  proper  amount  of  rest  and 
sleep  regularly. 

Attitudes  and  Ideals  Relating  to  Health  —  In  addition 
to  the  establishment  of  health  habits,  it  is  necessary  to 


6  6314 


38  EDUCATION  IN  HEALTH 

create  health  attitudes  and  ideals,  in  fact,  to  build  a 
complete  health  consciousness.     This  can  be  done  only 
by  constantly  talking  health,  by  keeping  it  ever  present 
in  the  minds  of  the  children,  and  by  showing  the  value 
of  good  health  practices  and  the  dangers  of  bad  ones. 
In  doing  this  the  school  needs  to  avoid  the  extreme 
exaggeration  that  it  has  sometimes  been  guilty  of  in 
its  attempt  to  make  health  teaching  effective.     The 
drunkard's  stomach,  as  a  horrible  example,  has  been 
greatly  overdone.     It  is  better  to  put  the  emphasis  on 
positive  practices  and  to  limit  a  statement  of  their 
value  to  those  that  can  be  shown  to  be  true.     Biog- 
raphies and  stories  of  men  and  women  who  have  by 
their  work  contributed  to  our  knowledge  of  disease 
and  have  pointed  the  way,  even  by  sacrificing  their  own 
lives,  to  the  more  effective  control  of  disease  are  more 
likely    to    create   ideals    and   attitudes    toward    good 
health  conditions  than  horrible  examples  of  individ- 
uals who  have  disobeyed  health  laws.     The  lecture, 
debate,  oral  or  written  composition,  or  dramatic  pres- 
entation may  be  simply  a  means  of  giving  information 
of  some  desirable  health  rules  and  practices;  but  the 
skillful  teacher,  besides  giving  this  information,  may 
arouse  in  the  children  so  strong  a  feeling  of  the  value 
of  health  as  to  affect  their  practices  even  though  the 
specific  bits  of  information  are  forgotten. 

In  the  entire  health  program  the  appeal  should  be 
to  motives  that  have  significance  to  children.  We 
are  not  in  pedagogical  sympathy  with  such  state- 
ments as:  "Every  child  in  the  public  school  should  be 


THE    METHOD   OF   HEALTH   EDUCATION  39 

made  to  understand  that  his  first  and  most  patriotic 
duty  is  to  make  and  keep  himself  as  strong  and  vigor- 
ous as  possible  so  that  he  may  serve  his  country  well," 
"The  first  step  in  the  development  of  health  habits  is 
to  make  the  child  desire  health  because  it  is  an  avenue 
to  success  and  happiness  in  life." 

Little  children  should  be  encouraged  to  brush  their 
teeth  because  they  will  look  better  or  because  it  will 
give  them  a  sweeter  breath,  and  not  because  of  any 
patriotic  duty.  They  should  be  urged  to  wash  their 
hands,  to  clean  their  faces,  to  stand  straight,  not  to 
play  with  cats,  because  these  things  will  make  them 
look  prettier,  grow  straight  and  big,  or  so  that  they  will 
not  get  sick  or  have  a  pain.  Even  in  the  upper  grade 
children  will  be  more  interested  in  practices  that  can 
be  shown  to  be  for  the  good  of  the  community  in  which 
they  live  than  in  such  vague  appeals  as  the  securing  of 
"success   and   happiness   in   life." 

Organization  of  Material  for  Health  —  In  the  organ- 
ization of  the  material  in  this  course  there  has  been 
utilized  in  the  first  grade  the  projects  that  are  built 
around  the  activities  of  the  home,  since  these  are  the 
ones  with  which  children  of  this  age  have  the  greatest 
amount  of  experience.  In  the  following  grades  as  the 
experience  of  the  child  widens  and  enlarges,  there 
have  been  introduced  those  activities  from  the  school, 
the  neighborhood,  and  the  community  in  which 
children  are  interested  because  such  activities  touch 
intimately  some  aspect  of  their  lives.  Parallel  with 
the  growing  experience  of  the  child,  as  he  progresses 


40  EDUCATION    IN   HEALTH 

through  the  grades,  projects  growing  out  of  the  activ- 
ities carried  on  in  the  city,  the  state,  the  United  States, 
and  the  world  as  a  whole  have  been  introduced.  The 
same  subject  is  frequently  discussed  in  several  grades, 
but  from  different  angles  in  the  light  of  the  enlarged 
experience  of  the  child.  For  example,  the  covering 
of  the  garbage  pail  in  the  home,  the  proper  disposal 
of  garbage  in  pails  in  the  school  yard,  the  collection  of 
garbage  as  a  municipal  activity,  and  the  relation  of 
unsanitary  garbage  conditions  and  Asiatic  diseases  in 
Constantinople,  are  aspects  of  the  same  subjects  that 
may  be  discussed  at  different  times  in  the  school 
course  as  the  widening  experiences  of  the  children 
warrant. 

This  course  will  be  most  helpful  to  those  teachers  who 
take  the  actual  experiences  and  contacts  of  their  chil- 
dren as  the  point  of  departure  and  use  the  material 
here  offered  as  merely  suggestive  of  some  ways  in  which 
activities  may  take  on  health  significance. 


Chapter  III 

POSSIBILITIES  OF  HEALTH  EDUCATION  THROUGH 

PHYSICAL  TRAINING  AND   INSTRUCTION 

IN  HYGIENE 

By  Ethel  R.  Weeden,  A.B. 

What  Physical  Education  Can  Do  for  Health  —  We 
have  set  up  in  the  preceding  discussions  certain  health 
standards  which  are  regarded  as  desirable  and  essen- 
tial to  the  health  of  the  individual  and  the  community. 
Our  problem,  now,  is  to  determine  wherein  the  subject 
matter  of  physical  education  may  contribute  to  the 
establishment  of  habits,  the  awakening  of  interest, 
the  enriching  of  knowledge,  and  the  development  of 
practices  and  attitudes  in  conformity  with  these  health 
standards. 

There  are  four  principles__tkat  must  guide  us  in  our 
program:  first,  we  must  utilize  the  interests  for  health 
measures  that  develop  naturally  in  the  course  of  the 
right  kind  of  physical  training  activities;  second,  we 
must  build  a  body  of  knowledge  about  these  interests; 
third,  we  must  practice  skills  required  to  build  health 
habits;  fourth,  we  must  plan  the  curriculum  of  physical 
training  so  as  to  inculcate  motives  and  arouse  the  desire 
to  obey  the  laws  of  health.  Physical  education  can 
and  should  make  a  very  definite  contribution  to  health 
education  in  the  following  ways:  it  should  provide 
for  those  types  of  physical  activity  which  are  particu- 

41 


42  EDUCATION   IN   HEALTH 

larly  suitable  for  developing  the  physical  power  nec- 
essary for  health,  stimulate  an  interest  in  the  practice 
of  such  activities,  and  give  knowledge  as  to  when  and 
how  to  engage  in  these  activities;  it  should  awaken 
interests  and  build  skills  for  the  kinds  of  activity 
which  provide  a  healthful  form  of  recreation  through- 
out life;  it  should  develop  an  appreciation  of  good 
posture  and  correct  carriage  of  the  body;  \t  should 
provide  for  a  knowledge  of  exercises  which  will  help 
to  correct  certain  physical  disorders  such  as  round 
shoulders,  flat  feet,  constipation,  menstrual  disorders, 
nervousness,  fatigue  caused  by  sedentary  practices, 
colds,  etc. ;  it  should  develop  a  taste  for  pure  and  whole- 
some food  and  suitable  clothing,  baths,  regular  habits 
of  work,  recreation,  and  rest;  it  should  arouse  a  desire 
for  health  and  show  how  health  may  be  attained. 

General  Principles  —  The  following  presentation  will 
show:  first,  the  types  of  exercises  which  are  most 
suitable  for  developing  the  physical  power  necessary 
for  health;  second,  how  these  activities  should  be  used 
in  order  to  develop  a  taste  for  recreation  in  the  open 
air;  third,  how  interests  developing  naturally  in  the 
course  of  recreative  activities  may  be  seized  upon  and 
utilized  to  develop  knowledge,  attitudes,  and  habits 
concerning  food,  clothing,  air,  cleanliness,  and  exercise. 
The  treatment  is  designed  to  be  suggestive  and  not 
exhaustive.  Grading  cannot  be  hard  and  fast,  but 
must  meet  the  interest  and  needs  of  any  group. 

Weigh  and  Measure  \-f-  The  first  health  objective 
in  a  physical  education  program  is  to  determine  the 


POSSIBILITIES   OF   HEALTH   EDUCATION  43 

physical  condition  of  each  individual  and  to  get  the 
individual  interested  in  improving  or  in  maintaining 
the  best  physical  condition  possible.*  For  this  purpose 
arrange  for  weighing,  measuring,  and  testing  physical 
development  and  for  keeping  a  record  of  the  condition 
and  progress  of  each  child.  The  "Watch  your  weight" 
tags  and  weight  charts  which  are  provided  at  a  nominal 
cost  by  the  Bureau  of  Education  of  the  Department 
of  Interior  will  make  a  good  starting  point  for  this 
work,  or  these  charts  and  tags  may  be  typed  or  written. 

The  tags  furnished  by  the  Government  have  the 
"rules  of  the  health  game"  printed  on  the  back.  A 
request  for  suggestions  or  questions  from  parents 
should  be  added  to  the  tag  in  order  to  gain  the  cooper- 
ation of  the  home  in  helping  the  child.  These  charts 
and  tags  may  be  used  as  a  starting  point  in  interesting 
the  children  in  health  measures. 

Utilize  Opportunities  —  The  teacher  should  first  of 
all  utilize  the  many  opportunities  that  occur  during 
the  physical  training  activities  to  interest  the  chil- 
dren in  health.  Tastes  and  habits  relative  to  cleanli- 
ness, air,  food,  clothing,  posture,  work,  and  recreation 
are  peculiarly  within  the  province  of  physical  education. 
She  should  draw  out  frequent  expressions  from  the 
children  of  the  health  results  which  may  be  expected 
from  physical  education!  iLWhen  the  occasion  warrants, 
the  children  should  form  judgments  as  to  where, 
when,  how,  and  under  what  conditions  they  ought  to 
play,  work  or  rest;  what  to  wear;  what,  when,  and  how 
to  eat;  how  to  keep  clean;  and  how  to  carry  themselves. 


44  EDUCATION   IN   HEALTH 

The  children  should  be  led  to  plan  to  do  these  things 
which  they  decide  are  essential  to  health,  and  they 
should  be  helped  in  every  feasible  way  to  carry  out 
their  plans.  They  should  check  their  results  from 
time  to  time  on  score  cards,  record  forms,  etc.,  in  order 
that  health  habits  may  be  formed. 

Teach  Specific  Hygiene  Lessons  —  In  order  to  build 
a  body  of  knowledge  about  the  interests  awakened, 
the  teacher  should  plan  for  a  series  of  specific  lessons 
on  the  subject  matter  of  health,  making  lesson  outlines 
for  the  various  subjects;  but  she  should  be  sure  to 
use  these  outlines  at  opportune  times.  '  The  outline 
should  include  an  objective,  indicating  knowledge  to 
be  acquired,  illustrative  and  reference  material,  pro- 
vision for  children's  questions,  contribution,  and  dis- 
cussions, and  provisions  for  organization  and  applica- 
tion of  knowledge.  In  this  connection,  the  children 
may  find  out  and  build  up  a  list  of  health  habits  that 
are  needed  and  habits  which  should  be  broken  in  the 
individual,  in  the  school,  in  the  home,  in  the  city,  in 
the  country,  and  in  the  world  as  their  progress  in  their 
school  life  broadens  their  interest  from  the  individual 
to  the  world  relationships. 

Supervise  Health  Habits  —  In  the  lower  grades,  the 
teachers  may  use  the  suggestions  that  come  during  the 
the  course  of  plays  and  games  to  get  an  expression  of 
what  one  should  do  to  be  healthy.  In  singing  plays, 
such  as  The  Mulberry  Bush,  the  child  may  express  in 
word  and  action  the  habits  of  cleanliness  to  be  formed. 
In  Did  You  Ever  See  a  Lassie  the  children  may  play 


POSSIBILITIES   OF   HEALTH   EDUCATION  45 

through  the  activities  for  keeping  the  home  clean. 
A  bump  or  scratch  received  on  the  playground  gives 
opportunity  for  the  group  to  learn  what  to  do  in  a  case 
of  First  Aid.  The  teacher  leads  the  children  to  raise 
questions  and  then  approves  of  right  expression  in 
word  or  action  on  the  part  of  the  children. 

In  the  intermediate  grades,  the  children  may  elect 
leaders  and  committees  for  health  promotion  measures 
and  help  plan  their  own  programs  for  recreation. 
They  may  be  led  to  see  that  the  clean,  healthy,  straight, 
strong  boy  or  girl  makes  a  good  leader  and  that  the 
right  kind  of  play  under  the  right  conditions  contrib- 
utes to  health.  The  children  in  these  grades  should 
formulate  a  Health  Creed  on  the  order  of  that  of  the 
Boy  Scouts,  Camp  Fire  Girls  or  the  Speyer  Creed 
and  use  it  to  guide  them  in  their  practices. 

In  the  upper  grades,  the  children  should  organize 
their  leaders  and  committees  into  a  Health  Club,  a 
Health  League  made  up  of  the  different  health  clubs 
in  a  school  or  district,  or  a  Health  Council  made  up  of 
representatives  from  the  different  groups  within  the 
school.  This  club  should  function  in  carrying  out 
health  practices  in  so  far  as  these  are  a  part  of  physical 
training  and  hygiene.1 

Promote  Interest  and  Knowledge  —  There  are  various 
ways  of  awakening  interest  in  and  increasing  knowl- 
edge of  health,  such  as  a  question  box,  a  health  roll, 
community  health  conferences,  to  which  parents  are 
invited,  health  games  with  objectives,  rules,  penalties, 

1  The  details  of  club  organization  presented  in  the  final  chapter. 


46  EDUCATION   IN   HEALTH 

and  scores  for  the  game,  inspections  and  reports  by 
health  officers  selected  from  among  the  group,  credits 
for  distinct  health  progress  or  health  service  to  the 
community,  score  cards  and  graphs  of  records  of 
different  groups  of  children,  tables  showing  achieve- 
ment of  children  in  other  cities  as,  for  example,  Stecher's 
Athletic  Records  of  Philadelphia  School  Children, 
the  Athletic  Badge  Tests  of  the  Playground  Associa- 
tion of  America,  which  are  suggestive  and  stimulating 
for  individual  activity,  health  charts,  posters,  calen- 
dars, pictures,  mottoes,  exercise  cards,  newspaper  and 
magazine  clippings  and  picture  programs,  and  the 
material  on  health  and  exercises  issued  by  various 
organizations.  Children  requiring  specially  prescribed 
exercises  should  be  noted,  and  plans  to  care  for  them 
individually  should  be  worked  out.  A  nutrition 
class,  a  posture  class,  etc.,  may  be  organized. 

The  playground  should  be  arranged  and  marked  so 
as  to  suggest  games  of  vigorous  activity.  There  should 
be  marks  for  such  games  as  Dodge  Ball,  Volley  Ball, 
Captain  Ball,  End  Ball,  Baseball,  and  Basket  Ball  and 
marks  for  dashes  and  throwing;  and  a  jumping  pit 
should  be  provided.  There  should  be  a  board  for 
scoring.  Some  cots  in  the  corner  of  the  playground 
covered  with  canvas  for  protection,  are  desirable  for 
children  who  need  to  rest  during  the  day. 

Lower  Grades 

Suggestions  for  the  Teacher  —  There  should  be  fre- 
quent play  periods  in  order  that  the  little  children 


POSSIBILITIES   OF   HEALTH   EDUCATION  47 

may  have  the  necessary  activity  for  physical  growth 
and  development.  This  play  should  be  out-of-doors 
whenever  possible  in  order  that  they  may  get  the  out- 
door habit.  The  teacher  should  play  with  the  children 
so  as  to  study  their  needs  and  to  help  them  make  nec- 
essary adjustments  and  play  in  the  most  healthful 
way.  She  should  ask  the  children  what  they  wish 
to  play,  and  lead  them  to  select  the  game  most  suitable 
for  the  occasion  in  order  that  they  may  be  whole- 
heartedly active  and  get  the  most  benefit  from  the 
play  time.  She  should  help  the  children  to  improve 
their  way  of  playing  by  means  of  questioning  as  to 
better  ways  of  doing,  and  help  them  to  develop  new 
games,  and  encourage  them  to  tell  others  about  the  new 
games  they  have  learned.  This  method  will  train  the 
children  to  take  the  initiative  in  starting  plays  and 
games  so  that  there  will  be  less  standing  around  on 
the  playground,  less  "fooling,"  and  more  vigorous, 
healthful  exercises  and  helpful  social  relationship. 
She  should  lead  from  the  fundamental  ryhthms  into 
representative  and  dramatic  plays,  song  plays,  and 
folk  dances,  and  from  song  plays  into  games  utilizing 
toys,  stories,  pictures,  and  victrola  records,  when  possi- 
ble, to  start  plays  and  enrich  the  play. 

She  should  seize  every  opportunity  for  setting  up 
standards  and  approving  of  cleanliness  of  person, 
thought,  and  speech;  approving  of  cleanliness  of  body, 
speech,  dress,  and  room  or  playground,  of  sound,  good, 
clean  teeth,  clean  nails,  hair,  nose,  ears,  and  eyes,  of 
good  posture  in  sitting,  standing  and  walking,  and 


48  EDUCATION   IN   HEALTH 

the  right  kind  of  footwear,  of  strength,  quickness, 
endurance,  and  of  helpfulness  to  those  who  are  not 
up  to  standard.  She  should  encourage  the  children 
to  sit,  stand,  and  walk  so  as  to  be  as  tall  as  they  can  be. 
Children  wish  to  be  tall  and  big.  The  teacher  should 
approve  musical  singing  and  speaking  in  plays  and  on 
the  playground  because  of  the  effect  on  the  vocal 
cords  and  on  the  nerves  of  other  people.  The  best 
music  should  be  used  to  accustom  the  children  to 
rhythmic  activity  which  is  the  form  of  activity  most 
economical  of  the  expenditure  of  energy  and  to  educate 
them  to  approve  good  music  which  suggests  refined 
expression  and  to  dislike  crude  music  which  leads  to 
most  unhealthful  forms  of  physical  expression  in  the 
social  dances  of  those  uneducated  in  self  respect  and 
right   kinds   of   exercise. 

Blackboard  games  in  which  the  children  work  to  get 
their  names  on  the  board  for  having  and  using  a  tooth- 
brush, for  good  nails,  etc.,  stimulate  effort.  The  chil- 
dren may  choose  from  contrasting  pictures  illustrating 
healthful  and  unhealthful  practices,  and  post  the 
illustrations  chosen. 

The  teacher  may  weigh  and  measure  height  and  find 
average  weight  for  each  child,  record  monthly,  and 
send  home  the  "Watch  your  Weight"  tag  with  rules 
of  the  health  game  or  health  suggestions  as  to  air, 
food,  clothing,  sleep,  play,  and  work  on  the  back  of  the 
card,  and  a  request  for  suggestion  from  parents. 

The  following  suggestive  occurrences  and  conver- 
sations, in  which  the  teacher  leads  the  children  to 


POSSIBILITIES   OF   HEALTH   EDUCATION  49 

express  health  ideas,  give  examples  of  what  one  may- 
do  to  develop  attitudes  and  initiate  habits  of  cleanli- 
ness, disease  prevention,  and  what  not  to  do. 

A  child's  reluctance  to  take  hold  of  the  hand  of 
another  child  who  is  not  clean.  What  kind  of  hands 
do  we  want  to  take  hold  of  in  games?  Clean,  dry- 
hands  with  good  finger  nails  that  have  not  been  put 
in  the  mouth  and  bitten.  What  kind  of  hands  do 
we  want  to  be  tagged  with  in  games?  Hands  that  will 
not  soil  our  clothes,  with  nails  that  will  not  scratch  us. 

Dirt  on  the  Hands  and  Clothes  from  Playing  on  the  Floor  — 
Where  is  the  best  place  to  play?  Out-of-doors  on  the 
grass  or  on  a  clean  playground  with  no  fruit  skins  scat- 
tered around  to  slip  on  or  on  a  clean  floor.  What  should 
we  do  after  we  have  played  and  soiled  our  hands  before 
we  handle  books  or  food?     Wash  the  hands. 

The  Discomfort  of  Heat  and  Perspiration  after  Vigorous 
Play  —  What  should  we  do  when  we  are  very  warm  from 
play?    Avoid  sitting  in  a  draught,  and  cool  off  gradually. 

Going  to  the  Playground  to  Play  —  Should  we  go  to  play 
directly  after  eating?  How  should  we  dress  to  play? 
How  should  we  dress  after  play  if  we  sit  out-of-doors  on 
a  cool  day?     How  should  we  dress  to  play  on  a  snowy  day? 

Staying  Indoors  to  Play  —  What  should  we  do  if  we 
play  vigorously  indoors?  Open  the  windows,  top  and 
bottom,  and  have  clean  floor. 

Learning  a  New  Game  —  Why  do  we  want  to  learn  new 
games?  So  as  to  know  good  games  to  play  when  away 
from  school  and  games  to  teach  to  other  children. 

Bandaging  the  Eyes  with  a  Handkerchief  for  a  Tag  Game  — 
Why  should  we  not  use  a  handkerchief  to  bandage  the 


50  EDUCATION   IN  HEALTH 

eyes  in  "Hide  and  Seek"  or  to  drop  on  the  ground  in 
"Drop  the  Handkerchief"?  What?  is  a  handkerchief  for? 
Why  do  we  want  to  keep  the  handkerchief  and  nose  clean? 
What  may  we  use  in  games  instead  of  the  handkerchief? 
Paper  bags. 

Breathlessness  in  Running  —  Why  do  we  get  breathless? 
How  should  we  breathe?  Should  we  breathe  with  the 
mouth  open?  How  many  can  breathe  through  one  nostril 
with  the  mouth  and  the  other  nostril  closed?  Do  we 
have  pure  air  to  breathe  at  night? 

The  Use  of  the  Voice  in  Plays  and  Games  —  Why  should 
we  not  shriek  and  scream  in  play?  It  will  injure  the  voice 
and  make  other  people  nervous. 

Bumps  and  Bruises  — ■  What  will  you  do  if  you  get  a 
bump?     Laugh  and  rub  it. 

Listening  Games  —  What  kind  of  ears  must  we  have  to 
hear  in  "Hide  and  Seek"?  Clean  ears  with  nothing  clos- 
ing the  opening.  We  must  not  poke  anything  in  the  ear 
as  it  might  injure  the  ear  so  we  could  not  hear  well. 

Choosing  Games  —  What  kind  of  people  do  we  want  to 
choose  in  games?  Those  with  clean  faces  and  hands, 
clean  hair  and  teeth,  and  clean  clothes.  We  want  to 
choose  those  who  are  quick  and  strong  and  straight  and 
honest. 

A  Parade  in  Town.  Playing  Soldier  —  What  does  a 
soldier  do  to  be  a  good  soldier?  He  eats  the  right  food, 
cats  and  sleeps  at  regular  times,  bathes,  exercises,  and 
stands,  walks,  and  sits  straight. 

A  Story  about  Giants.  Playing  Giants  —  Why  is  the 
giant  so  strong?  He  is  tall  and  big.  What  will  help  to 
make  us  grow  strong  and  tall  and  big?  Drinking  milk 
and  eating  fruit  and  cereal  and  toast  and  vegetables. 


POSSIBILITIES   OF   HEALTH   EDUCATION  51 

Children  Excused  from  Play  because  of  Feverish  Condi- 
tion, Toothache,  Headache,  Colds,  Indigestion,  Earache, 
Broken  Arm,  etc. —  What  shall  we  do  if  we  are  ill  with 
fever  or  cough?  Stay  away  from  other  children  and  have 
the  doctor.  What  shall  we  do  if  we  have  a  toothache? 
Go  to  a  dentist.  Why  must  we  keep  the  teeth  clean  and 
filled? 

A  Cold  Day  —  What  kind  of  plays  and  games  should 
we  choose  for  cold  days? 

Additional  happenings  and  observations  which  may 
lead  to  helpful  knowledge  are  a  case  of  hangnails,  the 
recess  lunch,  sores  on  the  skin,  an  insect  sting,  an 
accident,  a  case  of  measles,  saving  or  "swapping" 
gum,  and  borrowing  the  leader's  whistle. 

Types  and  Examples  of  Physical  Activity  —  These 
types  are  selected  because  they  are  particularly 
suitable  for  developing  the  physical  power  necessary 
for  health  and  because  they  are  the  types  which  will 
lead  on  to  other  physical  activities  essential  to  health- 
ful living. 

Kindergarten  Plays  —  Fundamental  rhythms  such  as 
running,  hopping,  and  skipping;  representative  plays,  such 
as  horses,  giants,  and  soldiers;  dramatic  plays,  such  as 
" Little  Miss  Muffet,"  "This  Is  the  Way  My  Dolly  Walks," 
"The  Little  Birds";  song  plays,  such  as  "The  Mulberry 
Bush,"  "Itisket,"  "I'm  Very,  Very  Tall";  etc. 

Primary  Grade  Plays  —  Fundamental  rhythms  and  rep- 
resentative plays  of  the  kindergarten  and  additional  new 
ones;  dramatic  plays,  such  as  "Going  Out  to  Play,"  "The 
Happiest  Skip,"  "The  Train's  Going  By";  song  plays, 
such  as  "The  Jolly  Miller,"  "Sally,  Go  Round  the  Moon," 


52  EDUCATION   IN   HEALTH 

"Looby  Loo,"  "Oats,  Peas,  Beans";  circle  games  such  as 
"Drop  the  Handkerchief,"  "Come  Along,"  "Have  You 
Seen  My  Sheep";  beanbag  and  ball  plays  of  tossing,  catch- 
ing, and  bouncing. 

Second  Grade  Plays  —  Combinations  of  fundamental 
rhythms;  dramatic  plays  such  as  "The  Ginger  Bread  Man," 
"The  Shoemaker,"  and  "The  Elves,  the  Brownie,  and  the 
Cherry  Tree";  song  plays,  such  as  "Carrousel,"  "Draw  a 
Bucket  of  Water,"  "Ten  Little  Indians";  folk  dances  such 
as  "Dance  of  Greeting,"  "Shoemaker  Dance,"  "Chimes 
of  Dunkirk";  games  such  as  "Two  Deep,"  "Round  the 
World,"  tag,  "Hill  Dill";  beanbag  and  ball  games  of  low 
organization. 

The  song  play  should  grow  through  interpreting 
the  fundamental  rhythms,  learning  the  song,  and  inter- 
preting the  song,  and  should  have  cumulative  action 
which  brings  everyone  into  play.  (When  a  new  child 
is  chosen  in  the  play,  the  first  child  should  not  return 
to  the  circle,  but  rather  two  children  should  become 
choosers,  and  then  four,  and  so  on,  so  that  all  get  into 
the  game  with  a  great  deal  of  action.)  Many  of  the  song 
plays  lead  into  circle  games  if  the  children  are  led  to 
see  the  possibilities.  For  instance,  in  "Farmer  in  the 
Dell,"  when  all  are  in  the  dell,  all  may  try  to  break  out 
of  the  circle  as  in  "Bull  in  the  Pen,"  and  the  last  one 
out  may  become  the  next  farmer.  This  is  a  more 
vigorous  play  than  to  have  all  return  quietly  into  the 
circle  while  the  teacher  chooses  a  new  farmer,  and  it 
also  produces  more  whole-hearted,  whole-body  activity. 

Children  should  be  led  to  teach  games  they  know 
to  the  other  children.     They  should  be  encouraged  to 


POSSIBILITIES   OF   HEALTH   EDUCATION 


53 


make  suggestions  for  improving  the  play  by  such 
questions  as,  "Was  that  fair?"  "Should  we  give  every- 
body a  chance?"  "How  can  we  play  without  hurting 
some  one?"  "Which  way  should  Mary  have  run?" 
"Who  can  be  a  helper?"  If  we  want  children  to  play 
games  when  they  are  not  with  the  teacher,  we  must 
not  only  select  for  teaching  the  kind  of  games  children 
play  when  they  are  by  themselves;  but  we  must  train 
the  children  to  initiate  and  improve  their  play  with- 
out specific  direction  from  us  as  to  what  to  do 
next. 

Report  of  a  Health  Lesson.  Children  (singing)  —  "This 
is  the  way  we  make  our  ring,  make  our  ring,  make  our 
ring;  this  is  the  way  we  make  our  ring  so  early  in  the  morn- 
ing."    (Children  form  a  circle.     Mulberry  Bush.) 

PLAYS  FOR  LITTLE  CHILDREN 


Little  Children  Playing  Grasshoppers 


54 


EDUCATION    IN    HKALTII 


A  Song  Play:     Go  In  and  Out  the  Windows 


A  Folk  Dance:     The  Swedish  Carrousel 


Chihhrn  (singing)  —  "This  is  the  way  we  swing  our 
arms,  swing  our  arms,  swing  our  arms;  this  is  the  way  we 
swing  our  arms  so  early  in  the  morning."  (Children  swing 
arms.) 


POSSIBILITIES  OF   HEALTH    EDUCATION  55 

Teacher  —  We  shall  play  a  game  telling  about  the  things 
we  do  before  we  come  to  kindergarten.  What  is  the  first 
thing  we  do  after  we  get  up? 

Pupil  —  We  put  on  our  shoes  and  stockings. 

Children  (singing)  —  This  is  the  way  we  put  on  our 
shoes,  etc.  (Children  go  through  motions  of  putting  on 
shoes.) 

Teacher  —  Shall  we  wash  our  faces  first? 

Children  (singing)  — This  is  the  way  we  wash  our  face, 
etc.  (Pupils  go  through  motions  of  washing  face,  neck, 
and  ears.) 

Teacher  —  What  did  we  say  about  washing  our  arms? 

Pupil  —  We  should  wash  way  up  under  the  arms. 

Children  (singing)  — ■  This  is  the  way  we  wash  our  hands, 
etc.     (Children  go  through  motions  of  washing  hands.) 

Teacher  —  We  forgot  to  do  something  else. 

Pupil  —  We  forgot  to  brush  our  teeth. 

Teacher  —  What  do  we  put  on  our  brush? 

Children  (singing) — -This  is  the  way  we  brush  our 
teeth,  etc.  (Children  go  through  motions  of  brushing 
teeth.) 

Children  (singing)  —  This  is  the  way  we  brush  our 
nails,  etc. 

Teacher  —  What,  did  we  say  about  our  finger  nails? 

Pupil  —  You  said  that  you  were  going  to  look  at  them 
this  morning.     (Teacher  looks  at  John's  nails.) 

Teacher  —  I  think  John  cleaned  his  nails  this  morning. 

Pupil  —  We  must  go  to  school. 

Another  Pupil  —  Are  you  ready  to  go  to  school? 

Pupil  —  No,  we  must  eat  our  breakfast. 

Teacher  —  Before  we  eat  our  breakfast,  what  is  a  good 
thing  to  drink? 


56  EDUCATION   IN   HEALTH 

Pupil  —  Milk. 

Another  Pupil  ■ —  A  glass  of  water. 

Teacher  —  Yes.  A  glass  of  fresh  water.  Milk  is  good 
at  breakfast  time. 

Teacher  —  Elizabeth,  what  are  you  going  to  eat  for 
breakfast? 

Elizabeth  —  Milk  and  oatmeal. 

Children  (singing)  —  This  is  the  way  we  eat  our  break- 
fast, etc. 

Teacher  —  You  know  that  I  am  glad  that  everybody 
ate  his  breakfast  slowly. 

Pupil  —  Now  we  put  on  our  coats. 

Teacher  —  What  do  we  do  when  it  is  cold? 

Pupil  —  We  button  up  our  coats. 

Children  (singing)  —  This  is  the  way  we  go  to  school 
so  early  in  the  morning,  etc. 

Children  (singing)  —  Little  Sally  Waters,  sitting  in  the 
sun,  weeping  and  crying  for  someone  to  come;  rise,  Sally, 
rise,  dry  your  sleepy  eyes;  turn  to  the  east,  and  turn  to 
the  west,  and  turn  to  the  one  that  you  love  best. 

The  child  in  the  center  of  the  circle,  who  represents 
Sally,  chooses  one  from  the  circle.  This  game  is  continued 
for  about  ten  minutes  and  ends  in  a  vigorous  general  free 
skip  for  every  one,  free  formation.  The  teacher  plays  the 
piano,  and  the  children  sit  on  the  floor  wherever  they 
happen  to  be. 

Teacher  —  Now  we  shall  be  very  quiet. 

Teacher  —  What  are  we  doing  while  we  are  sitting  clown 
and  being  quiet? 

Pupil  —  We  are  resting. 

Teacher  —  Now  we  shall  play  that  bowing  game.  What 
is  the  first  thing  Ave  do? 


POSSIBILITIES   OF   HEALTH   EDUCATION  57 

Pupil  —  We  get  into  a  ring. 

Teacher  —  I  wish  some  one  would  explain  the  game. 

Pupil  —  One  pupil  is  in  the  center  of  the  circle.  He 
bows  to  some  one  in  the  circle.     They  change  places. 

The  game  is  started.  Mary  gets  into  the  ring  and 
chooses  Elsie. 

Teacher  —  Why  was  Elsie  chosen? 

Pupil  —  Because  she  is  a  good  helper. 

Teacher  —  What  else  do  I  like  about  Elsie? 

Pupil  —  She  is  quiet. 

Another  Pupil  —  She  listens. 

Teacher  —  There  is  something  else.  I  can  tell  by  look- 
ing at  her. 

Pupil  —  She  stands  straight. 

Another  Pupil  —  She  sits  on  her  chair  right. 

Teacher  —  There  is  something  else.     Look  at  her  dress. 

Pupil  —  She  keeps  it  clean.     She  keeps  herself  clean. 

Teacher  —  What  makes  her  look  so  neat? 

Pupil  —  She  keeps  herself  clean,  and  there  are  no  holes 
in  her  shoes. 

Game  continues.     Morris  is  chosen. 

Teacher  —  Notice  how  nice  and  clean  his  shoes  are. 

Teacher  —  Some  one  said  they  would  like  to  play  "Farmer 
in  the  Dell."  Who  do  you  think  would  make  a  good 
farmer? 

Pupil  —  Jack. 

Teacher  —  Why  did  you  choose  Jack? 

Pupil  —  Because  he  is  so  big. 

Another  Pupil  —  A  farmer  grows. 

Teacher  —  What  makes  him  grow? 

Pupil  —  What  he  eats. 

Teacher  —  What  else? 


58  EDUCATION   IN   HEALTH 

Pupil  —  He  drinks  milk. 
Teacher  —  Is  a  farmer  indoors  or  outdoors? 
Pupil  —  Outdoors. 
Teacher  —  How  does  that  help  him? 
Pupil  —  He  gets  fresh  air  all  day  long. 
Another  Pupil  —  We  get  fresh  air  when  we  play  outside. 
The  children  play  "The  Farmer  in  the  Dell." 
Teacher  —  Do  you  think  it  would  be  good  for  the  children 
to  play  all  morning  and  do  nothing  else? 

Pupil  —  We  would  never  learn  anything  else. 
Teacher  —  Now  we  shall  go  to  our  places  and  rest. 
Pupils  go  to  their  places  and  rest. 

Intermediate  Grades 

Suggestions  for  Teacher  —  Habits  of  exercise  may  be 
formed  through  having  a  regular  time  to  exercise  and 
through  teaching  games  suitable  for  different  weather 
conditions,  environment,  and  number  of  children. 

Attitudes  and  knowledge  relative  to  exercise  may  be 
developed  through  child  leadership  and  discussions, 
surveys,  and  reports  concerning  games  and  sports  of 
other  children  and  other  schools  and  other  countries. 

Habits  of  cleanliness  may  be  encouraged  by  provisions 
for  washing  after  play  (rub,  shower,  or  swim) ;  changing 
clothes  after  vigorous  exercise;  opening  windows  for 
indoor  play  (cleanliness  of  air);  emphasizing  the 
necessity  of  regular  water  drinking  and  regularity  of 
evacuations  (for  internal  cleanliness).  Children  be- 
come thirsty  when  they  play  hard,  and  this  is  the 
opportunity  to  teach  them  what  and  how  to  drink, 


POSSIBILITIES    OF   HEALTH    EDUCATION  59 

Attitudes  and  knowledge  may  be  developed  through 
discussions  and  reports  about  baths,  clothing,  and 
ventilation  and  the  tieing  up  of  this  information  with 
some  vital  interest  of  the  child,  such  as  the  desire  to 
be  a  good  football  or  baseball  player  or  a  scout. 

Types  and  Examples  of  Physical  Activity  —  Girls. 
Song  plays  and  singing  games  such  as  "I  See  You," 
"Ritsch,  Ratsch,"  "Knots  in  May";  folk  dances 
such  as  "Bleking,"  "Reap  the  Flax,"  "Virginia  Reel"; 
interpretative  dances  such  as  "The  Marche  Militaire," 
"Indian  Dance,"  "Scarf  Dance";  apparatus  plays  such 
as  climbing,  swinging,  sliding,  and  turning  on  poles, 
rings,  ladders,  bars,  slides,  and  swings;  athletics  such 
as  jumping  rope,  potato  race,  shuttle  relays,  basket 
ball  throw;  games  such  as  those  of  the  Scouts  or  Camp 
Fire  Girls;  sports  as  swimming. 

Boys  —  Apparatus  stunts  as  climbing,  swinging, 
turning  on  poles,  rings,  ladders,  and  bars;  athletics  as 
the  standing  broad  jump,  thirty-yard  dash,  basket  ball, 
far  throw,  leap  frog,  football,  baseball,  shuttle  relays, 
and  stunts;  games,  as  tag  and  racing  games,  dare 
games  as  Prisoner's  Base,  throwing  and  catching 
games,  Fist  Bat  Ball;  setting-up  exercises  of  the  Boy 
Scouts;  sports,  as  swimming  and  skating. 

Plan  for  Teaching  in  Intermediate  Grades  —  In  the 
intermediate  grades  there  must  be  a  transition  from 
the  prominent  teacher  leadership  of  the  lower  grades 
to  a  planned  cooperation  in  leadership  of  chosen 
individuals  with  the  teacher.  Since  the  ability  to 
organize  is  not  shown  by  the  ordinary  third  grade  child, 


60  EDUCATION   IN   HEALTH 

PLAYS  AND  GAMES  FOR  INTERMEDIATE 
GRADE  CHILDREN 


Skipping  Ropes 


Folk  Dancing:     Danish  Ace  of  Diamonds 


POSSIBILITIES   OF   HEALTH   EDUCATION 


61 


Two  Games:     Corner  Ball  and  End  Ball 


organization  must  be  carefully  planned  by  the  teacher, 
working  with  a  few  chosen  children.  As  the  ability 
of  the  group  to  choose  leaders  is  not  yet  developed, 
the  teacher  will  probably  have  to  select  those  she  con- 
siders most  dependable,  telling  the  group  of  the  qual- 
ities which  have  guided  her  in  her  choice.  With  this 
small  group  she  should  plan  the  activities  for  a  week, 
or  two  weeks  ahead,  mark  the  playroom  or  playground, 
have  materials,  such  as  balls,  score  sheet,  in  readi- 
ness and  arrange  team  grouping,  so  that  the  group  as 
a  whole  is  prepared  to  get  right  into  the  day's  activi- 
ties without  unnecessary  delay.  The  members  of 
the  class  who  have  requests  or  suggestions  to  make 
should  present  these  suggestions  to  the  leaders  who 
are  working  with  the  teacher.  The  leader's  group 
may  be  changed  at  stated  intervals.  The  teacher 
may  read  the  code  of  the  Boy  Scouts,  the  Girl  Scouts, 


62  EDUCATION   IN   HEALTH 

and  the  Camp  Fire  Girls  and  the  Speyer  Creed  to  the 
children,  and  then  ask  the  children  to  formulate  a 
very  simple  creed  to  guide  the  leaders,  and  a  creed  to 
guide  the  class. 

Rules  Formulated  by  Fourth  Grade  Boys 

What  I  must  try  to  do. 

I.     I  must  be  obedient  to  my  leader. 
II.     I  must  be  honest  and  fair. 

III.  I  must  be  loyal  to  my  team. 

IV.  I  must  be  attentive. 
V.     I  must  be  helpful. 

VI.     I  must  be  polite. 
VII.     I  must  be  trusted. 

VIII.     I  must  keep  clean  in  my  body,  in  talk,  and  in 
games. 

Rules  of  Leaders 

I.     I  must  help  my  boys  with  the  work. 
II.     I  must  be  fair. 

III.  I  must  obey  the  rules  of  the  class  if  I  want  my 
boys  to  mind  them. 

IV.  I  must  be  kind  and  not  get  cross  with  my  boys. 
V.     I  must  play  a  clean  game  and  be  clean  in  my 

body  and  in  my  talk. 

Health  Meeting  of  Third  and  Fourth  Grade  Boys 

Purpose:  To  formulate  a  Score  Card  for  Health  Records.1 
Teacher  —  Before  we  open  the  meeting,  boys,  I  want  to 
remind  you  of  these  rules.  (Reference — rules  of  group 
written  on  the  board.)  I  now  can  give  you  a  copy  of  them. 
Every  boy  can  keep  one  of  these  copies  with  him  as  a 
reminder  of  the  rules  he  has  agreed  to  live  up  to.     Remem- 

1  See  final  chapter. 


POSSIBILITIES   OF   HEALTH   EDUCATION  63 

ber  that  one  of  the  principal  rules  is  that  you  are  going  to 
try  to  be  helpful  and  try  to  help  those  boys  who  are  trying 
to  help  you. 

Chairman  —  Now  we  are  going  to  talk  first  about  the 
last  rule. 

Teacher  —  Will  you  read  the  part  that  we  are  going 
to  talk  about? 

Pupil  Reads  —  I  must  keep  clean  in  my  body. 

Chairman  —  Now,  boys,  how  many  times  a  week  do 
you  think  we  ought  to  take  a  bath? 

Pupil  —  Once  a  week. 

Chairman  —  Why  do  you  take  a  bath? 

Pupil  —  To  keep  clean. 

Teacher  —  Is  there  any  need  of  keeping  clean? 

Chairman  —  Yes.  How  many  know  the  reason  for 
keeping  clean? 

Pupil  —  It  keeps  your  pores  open. 

Chairman  —  Why  must  we  keep  our  hands  clean? 

Pupil  —  To  keep  the  pores  open. 

Teacher  —  Why  must  we  keep  the  pores  open? 

Pupil  —  The  dirt  would  get  into  the  pores,  and  the 
hands  could  not  get  air. 

Chairman  —  If  those  little  pores  are  stopped  up,  you 
get  sick.  No  perspiration  can  come  out.  Why  do  we 
want  to  keep  our  body  clean? 

Pupil  —  The  pores  would  close,  and  body  would  get  no 
air. 

Teacher  —  What  comes  from  those  little  pores? 

Pupil  —  Perspiration. 

Teacher^ —  Perspiration. 

Chairman  —  To  keep  those  pores  open  we  should  take  a 
bath  once  a  week  in  winter  and  twice  a  week  in  summer. 


6 1  EDUCATION    IN    HEALTH 

Pupil  —  I  take  a  bath  every  day  in  summer. 

Teacher  —  That  is  a  good  habit,  Charles. 

Chairman  —  Now  we  are  going  to  talk  about  face, 
hands,  neck,  and  ears.  I  think  we  should  wash  our  hands 
:it  least  three  times  a  day — at  each  meal  time.  How  many 
times  a  day  should  we  wash  our  face,  neck,  and  ears? 

Pupil  —  Three  times  a  day. 

Chairman  —  We  should  do  it  at  least  once  a  day,  but 
it  is  better  to  do  it  three  times. 

Teacher  —  Nelson,  do  you  wash  your  neck,  face,  and 
ears  three  times  a  day? 

Nelson  —  Yes. 

Teacher  —  When  do  you  wash  your  face,  neck,  and  ears? 

Pupil  —  Before  breakfast,  dinner,  and  supper. 

Teacher  —  What  do  you  wash  at  those  times? 

Pupil  —  My  face  and  hands. 

Teacher  —  How  often  do  you  think  the  neck  and  ears 
should  be  washed? 

Pupil  —  At  least  once  a  day. 

Teacher  —  What  should  be  washed  at  least  three  times  a 
day? 

Pupil  —  Face  and  hands. 

Chairman  —  How  many  times  a  day  should  we  clean 
our  teeth? 

Pupil  —  At  least  three  times  a  day. 

Anoth<  r  Pupil  —  It  is  best  to  clean  them  before  every  meal. 
Third  Pupil  — 1  think  it  is  best  to  clean  them  after 
every  meal. 

Chairman  —  If  you  do  not  clean  your  teeth  every  morn- 
ing, scum  collects  on  them,  and  they  turn  yellow. 

Several  pupils  raise  their  hands,  and  the  teacher  tells 
them  that  it  is  not  necesary  for  them  to  raise  their  hands. 


POSSIBILITIES   OF   HEALTH   EDUCATION  65 

If  they  have  a  suggestion  or  a  question  to  ask,  they  may 
just  stand. 

Chairman  —  How  many  know  why  we  should  eat  our 
food  slowly? 

Pupil  —  If  we  do  not  chew  our  food  well,  it  will  not 
digest. 

Chairman  —  How  many  know  why  we  should  keep 
things  out  of  our  mouth? 

Pupil  —  Because  if  the  article  is  dirty,  there  may  be 
germs  on  it. 

Chairman  —  You  should  keep  pencils,  erasers,  and  your 
fingers  out  of  your  mouth.  You  should  not  bite  your 
finger  nails  because  germs  are  in  the  dirt  that  gets  under 
the  nails. 

Pupil  —  My  mother  knows  a  girl  who  died  because  she 
was  always  biting  her  nails.  She  bit  a  piece  of  her  nail 
off,  and  it  cut  her  throat. 

Teacher  —  That  was  a  most  unusual  accident,  wasn't 
it,  John?  That  is  not  the  reason,  though,  why  we  must 
not  bite  our  nails. 

Another  Pupil  —  When  I  bite  my  finger  nails,  my  sister 
gives  me  a  piece  of  wood,  and  tells  me  to  bite  on  that  as 
it  is  just  as  good. 

Chairman  —  How  many  know  why  we  should  not  breathe 
with  our  mouths  open? 

Pupil  —  We  might  breathe  in  germs. 

Another  Pupil  —  We  should  breathe  through  the  nose  so 
that  the  lungs  can  throw  off  the  bad  air. 

Third  Pupil  —  The  nose  has  hairs  in  it,  and  these  catch 
the  germs  of  the  air  and  dirt  that  we  breathe  in.  This 
is  why  we  should  breathe  through  the  nose  instead  of 
through  the  mouth. 


66  EDUCATION   IN   HEALTH 

Another  Pupil  —  My  mother  had  a  cold,  and  the  doctor 
told  her  to  use  an  atomizer. 

Teacher  —  Perhaps  some  of  the  pupils  do  not  know  what 
an  atomizer  is  like. 

One  of  the  pupils  describes  an  atomizer,  saying  that  it 
is  a  bottle  with  a  rubber  bulb  attached. 

Teacher  —  What  does  the  bottle  contain? 

Pupil  —  Medicine. 

Teacher  —  What  will  this  medicine  do? 

Pupil  —  It  will  kill  the  germs. 

Pupil  —  When  I  had  a  sty  on  my  eye.  I  had  to  take 
medicine. 

Teacher  —  Instead  of  taking  medicine  to  cure  all  of  these 
things,  what  should  we  do? 

Pupil  —  Do  something  to  prevent  these  things. 

Teacher  —  What  might  have  given  him  that  sty? 

Pupil  —  He  might  have  scratched  it  with  his  finger  nail. 

A  nother  Pupil  —  Bad  blood. 

Teacher  —  Boys,  what  do  you  say  to  the  plan  of  taking 
some  of  these  things  that  Richard  has  been  talking  about 
and  writing  them  down  as  we  did  our  other  rules.  Gustave 
suggested  writing  the  health  laws  on  the  board.  What  do 
you  say  to  taking  these  principal  laws  of  health  that  we 
should  try  to  obey  and  writing  them  down  on  the  board, 
then  preparing  them  on  paper.  Do  you  know  that  some 
of  the  health  clubs  have  score  cards?  Suppose  we  make 
up  one.  A  score  card  is  used  to  keep  track  of  all  things 
that  you  have  done  during  the  week  or  a  certain  length 
of  time.  At  the  end  of  the  week  we  want  to  see  how  many 
can  say,  "I  have  had  one  bath  this  week.  I  have  washed 
my  face,  neck,  hands,  and  ears  at  least  once  a  day."  Sup- 
pose we  put  all  the  things  we  have  decided  to  do  on  this 


POSSIBILITIES   OF   HEALTH   EDUCATION  67 

card,  then  at  the  end  of  the  week  give  one  point  for  every- 
thing that  we  have  done.  If  you  have  washed  your  hands 
before  every  meal,  that  will  count  one  point.  Then  we 
could  add  the  points  at  the  end  of  the  week.  We  must 
remember  our  rule  to  be  honest  about  it.  Suppose  Albert 
gets  three  points,  they  will  be  recorded  on  the  chart  on 
the  wall. 

The  teacher  points  to  the  charts  on  the  wall,  and  the 
children  gather  around  the  chart  to  examine  the  scores 
of  their  games. 

Health  Score  Card  as  Formulated  by  Class 

1 .  I  have  had  at  least  one  bath  this  week 

2.  I  have  washed  my  face,  hands,  neck,  and  ears  every 

morning 

3.  I  have  washed  my  hands  before  every  meal 

4.  I  have  cleaned  my  teeth  at  least  once  every  day.  .  .  . 

5.  I  have  remembered  to  eat  slowly  and  to  chew  my 

food  well 

6.  I  have  kept  my  fingers  and  other  unclean  things  out 

of  my  mouth 

7.  I  have  not  breathed  through  my  mouth 

8.  I  have  tried  to  take  my  setting-up  exercises  the  best 

I  could 

Another  Plan  for  a  Hygiene  Lesson  —  Third  or 
Fourth  Grade  —  "Now  we're  going  to  march  around 
the  room  with  arms  folded.  You  cannot  guess  what 
I'm  looking  for."  All  pass  teacher.  She  looks  at 
nails. 

Questions  —  1.  "What  are  the  nails  for?"  Answers 
brought  out  use.     2.  "How  should  we  care  for  them?" 


68  EDUCATION   IN   HEALTH 

Answers  brought  out  care  of  nails.  Child  described 
box  she  had,  and  what  she  did  with  it  on  Saturdays. 
"Why  should  we  clean  them?"  Dirt  helps  disease. 
"Why  should  we  file  or  trim  nails?"  "What  will  happen 
if  skin  grows  over  moon?"  "Who  has  never  bitten 
nails?"  "Is  this  good  to  do?" 

3.  "What  are  the  habits  we  should  break?"  Answers 
brought  out  abuses  of  nails. 

Writing  on  Board 

Finger  Nails. 
I.     Use  of  finger  nails. 

1.  To  keep  fingers  in  shape. 

2.  To  protect  ends  of  finger. 

3.  To  pick  things  up  with. 
II.     Care  of  finger  nails. 

1.  Scrubbing  for  cleanliness  and  health. 

2.  Filling  or  trimming  to  make  them  look  better 

and  to  make  them  more  useful. 

3.  Pressing  back  skin  to  prevent  hangnails. 
III.     Abuse  of  nails. 

1.  Biting. 

2.  Not  keeping  clean. 

3.  Not  pressing  back  skin. 

"All  who  stood  up  with  good  nails  this  morning, 
raise  hands.  How  many  would  like  to  have  a  clean 
nail  club  so  all  will  be  clean  by  end  of  term?  What 
shall  we  do  to  remain  in  the  club?  Aims.  Clean 
nails  every  morning.  How  many  have  finger  nail 
brushes?  You  can  use  an  old  toothbrush.  How 
often  should  we  file  nails?     How  should  we  check?" 


POSSIBILITIES   OF  HEALTH   EDUCATION  69 

"Twice  a  week.     All  nails  and  teeth." 

"I'll  choose  for  assistants  to  check  those  who  next 
time  can  tell  most  about  what  we  learned  today. 
This  outline  will  help  them." 

Report  of  a  Health  Officer  in  Third  Grade  -  "I  take 
balloons  away  from  the  children,  and  I  take  stickers. 
I  see  that  the  children  do  not  beat  erasers  more  than 
they  ought  to.  I  see  that  they  do  not  put  crayolas 
in  their  mouths,  and  I  see  that  they  do  not  put  pencils 
in  their  mouths.  I  see  that  they  do  not  chew  paper. 
I  stand  in  the  wardrobe  to  see  that  the  pupils  do  not 
throw  children's  wraps  down." 

Hygiene  —  Suggested  ways  for  getting  interest 
aroused. 

1.  Nutrition  is  fundamental  to  healthy  living. 
All  children  are  greatly  interested  in  their  own  weight 
and  height.  Weighing  and  measuring  should  be  one 
of  the  first  opportunities  provided  for  the  children  in 
the  physical  education  program,  and  this  should  be 
followed  up  by  comparison  with  standards  of  weight 
for  age  and  height  and  by  periodical  record  of  weight 
and  comparison  with  a  standard  of  normal  gain  for 
the  period.  Charts  for  an  entire  class  of  children 
issued  by  the  Bureau  of  Education  of  the  Department 
of  the  Interior,  should  be  used  for  recording.  Children 
should  be  encouraged  to  do  better  than  the  average 
unless  the  variation  is  too  great  in  that  direction. 
This  may  be  determined  by  distribution  of  fat,  relative 
amount  of  muscle,  and  general  condition  of  the  organs 
of  the  body.     Too  great  deviation  from  the  average 


70  EDUCATION   IN   HEALTH 

may  be  checked  with  red  ink  on  this  class  room  weight 
record  chart,  and  from  this  the  children  may  de- 
termine relative  group  averages,  or  they  may  make 
individual  graphs  showing  changes  in  weight. 

2.     Individual  Weight  Card  -Each  child  may  also 
have  an  individual  health  card  such  as  the  following: 

Individual  Health  Card 

Name 

September 

Age October 

November 

Height December 

January 

Weight February 

March 

I  should  weigh April 

May 

I  should  gain  one-half  pound  every  month.  June 

Suggestions  from  parent 

This  record  paves  the  way  for  a  study  of  nutrition; 
what  it  is,  why  it  is  important,  and  how  to  improve 
the  nutrition  of  an  individual  or  of  a  nation.  The 
possible  leading  on  of  this  interest  is  of  course  almost 
limitless  and  should  be  recognized  and  encouraged  at 
the  opportune  time  by  the  experts  in  other  fields  of 
subject  matter.  The  children  may  make  out  diet 
lists  and  prepare  food  charts  showing  the  essential 
kinds  of  foods  for  infants,  older  children,  and  adults. 
They  may  determine  quantity,  suitable  preparation, 


POSSIBILITIES   OF   HEALTH   EDUCATION  71 

and  regularity.  The  study  of  the  care  of  the  teeth, 
regularity  of  evacuations,  habits  of  recreation,  of  work, 
of  posture,  and  of  bathing,  and  air  requirements  may 
come  about  through  their  bearing  on  nutrition. 

3.  The  Daily  Health  Record  Card  may  be  the  means 
of  starting  the  interest.  For  instance,  the  health 
requirements  of  the  Girl  Scouts,  the  Campfire  Girls, 
and  the  Boy  Scouts  may  be  reported  on,  and  from  this 
a  group  may  make  their  own  Health  Score  Card.  The 
items  required  for  this  card  will  start  questioning 
which  may  lead  on  to  a  study  of  foods,  air  require- 
ments, bathing,  exercise,  rest,  clothing,  and  first  aid. 

Upper  Grades 

Suggestions  for  the  Teacher  —  With  the  beginning  of 
the  fifth  grade,  the  club  interest  should  be  used  more 
extensively  in  the  organization  of  the  physical  training 
activities  and  health  studies  and  practices.  The 
organizations  of  the  Boy  Scouts,  Girl  Scouts,  Campfire 
Girls,  Woodcraft  League,  Speyer  School  Physical 
Training  Classes,  and  Health  Crusaders  should  be 
studied,  and  a  modified  plan  on  this  order  should 
be  arranged  and  adapted  by  the  girls'  and  boys' 
classes. 

The  Health  club  formed  along  the  lines  of  the  organ- 
izations already  mentioned  will  have  a  statement  of 
its  purposes;  pledges,  mottoes,  slogans,  laws,  creeds, 
and  songs;  officers  and  groups — the  patrol  of  the 
scouts,  which  is  a  group  of  eight  children  from  a 
neighborhood,    is    a   unit    which    encourages   activity 


72  EDUCATION   IN   HEALTH 

outside  school  time  and  makes  a  link  with  the  home 
environment.  There  should  be  a  statement  of  the 
form  to  be  followed  in  meetings;  a  list  of  requirements 
or  qualifications  and  tests  for  honors;  suggestions  for 
badges  for  each  honor;  and  the  requirements  should 
include  a  daily  health  record;  achievements  in  plays, 
games,  athletics,  dances,  exercises,  and  drills;  knowl- 
edge and  demonstrations  of  first  aid;  accident  pre- 
vention and  life  saving;  ability  in  child  care,  knowledge 
and  demonstration  of  care  of  the  home  and  of  food 
preparation;  ability  as  an  athlete,  swimmer,  and 
health  guardian.  There  may  be  committees  for  health 
records;  health  advertising;  health  investigation; 
health  programs;  physical  training  activities  such  as 
daily  schedule,  matches,  athletic  meets,  pageants; 
hygiene  topics;  receptions  and  luncheons. 

Habits  and  knowledge  of  healthful  exercise  may  be 
attained  through  regular  practices  of  the  ensuing 
types  of  exercise.  Habits  and  attitudes  concerning 
cleanliness  may  be  formed  through  requirements  for 
bathing  after  exercise  and  change  of  clothing  for  vig- 
orous exercise.  The  desire  for  food,  water,  and  pure 
air  comes  with  vigorous  exercise.  Interest  in  the 
training  table  of  the  athlete  may  be  used  to  establish 
right  habits  of  diet  since  the  modern  training  table 
is  nothing  more  than  a  well  selected  diet  for  a  normal 
individual.  Desires  for  cleanliness,  clothing,  food, 
air,  exercise,  and  posture  may  be  awakened  by  showing 
the  relation  to  health,  appearance,  feelings,  and  social 
fitness. 


POSSIBILITIES   OF  HEALTH   EDUCATION  73 

Corrective  Exercise:  Posture  - —  Correct  and  health- 
ful posture  in  sitting,  standing,  and  walking  is  an 
ideal  which  must  be  developed  through  appealing 
to  the  desires,  through  acquainting  the  children  with 
its  value  and  desirability  and  through  acquainting 
them  with  the  standards  for  good  posture.  This  may 
be  done  through  conversations;  reference  to  attractive 
people  who  carry  themselves  well;  pictures  such  as 
that  of  Queen  Louise,  Napoleon  on  Horseback,  or  the 
Winged  Victory;  tests  for  good  posture;  and  records  of 
improvement.  A  few  exercises  for  stretching  and 
position  of  the  postural  muscles  may  be  helpful,  but 
vigorous  play  and  exercise  in  pure  air  builds  the  power 
which  helps  one  to  maintain  an  erect  carriage  of  the 
body.  Proper  clothing  is  necessary  for  good  posture, 
and  the  self-respect  that  comes  with  perfect  cleanli- 
ness and  the  tonic  effect  of  baths  and  swimming 
help  posture. 

Types  and  Examples  of  Physical  Activities  - —  For 
Girls.  The  Girl  Scout  drill  and  setting-up  exercises, 
nature  study  hikes  with  a  study  of  woodcraft,  camp- 
ing, swimming,  skating,  athletics,  games,  folk  dances 
of  different  nationalities,  interpretative  dances,  appa- 
ratus stunts,  and  social  dancing. 

For  Boys  —  Boy  Scout  setting-up  exercises,  walk- 
ing, cross  country  hiking  and  running,  swimming, 
skating,  hockey,  baseball,  athletics,  games,  and  appa- 
ratus stunts.  Military  drill:  school  of  the  soldier, 
school  of  the  squad,  country  dances  (social,  to  be  used 
for    social    gatherings    of    girls,    boys,    parents,    and 


74  EDUCATION   IN   HEALTH 

teachers,  affords  opportunity  to  teach  self-respect  and 
courtesy  in  this  particular  form  of  social  relationship). 
Plan  for  a  Health  Lesson  —  Fifth  and  Sixth  Grade 
Girls. 

A.  Lesson:  The  Care  of  Infants  and  Small  Children. 

B.  General  Aims. 

1.  To  arrive  at  some  practical  rules  regarding  the  care 
of  infants  and  small  children  which  will  help  the  girls  in 
the  care  of  small  brothers  and  sisters,  and  which  will  develop 
an  attitude  which  will  carry  on  to  the  time  when  a  more 
mature  understanding  of  infant  care  is  needed. 

2.  To  correct  some  mistaken  but  traditional  ideas  in 
regard  to  infant  care. 

C.  Subjects  discussed  and  general  rules  developed. 

1.  Feeding. 

2.  Dressing. 

3.  Bathing. 

4.  Habit  forming. 

a.  Sleep. 

b.  Eating. 

c.  Play. 

d.  Cleanliness. 

5.  Treatment  of  baby  by  others  —  kissing,  etc. 

D.  Problems. 

1.  Is  it  advisable  to  allow  children  to  "catch"  contagious 
children's  diseases?  If  not,  why  not,  and  how  are  you 
going  to  avoid  it?     If  so,  why? 

2.  Why  are  some  children  always  fretting?  What 
should  be  done  to  avoid  this? 

3.  Bring  to  class  a  written  report  of  a  case  of  caring  for 
a  baby  in  which  you  think  the  person  in  charge  acted  wisely 


POSSIBILITIES   OF   HEALTH   EDUCATION  75 

or  unwisely,  and  tell  why  you  think  so.  If  possible,  get 
the  baby's  age  and  as  much  information  as  possible  as  to 
its  habits,  cases  of  sickness,  and  cures. 

4.  When  is  the  most  dangerous  time  of  a  baby's  life? 
What  precautions  should  be  taken  at  this  time? 
E.  Review  work  through  lantern  slide  lesson. 

Showing  of  pictures  and  informal  discussion  and  interpre- 
tation. 

The  Club  Plan  as  Elaborated  for  Upper  Grades  — 
General  plan  of  work  of  fifth,  sixth,  seventh  and 
eighth  grades. 

A.  Aims. 

1.  To  encourage  further  habits  of  personal  cleanliness 
and  good  health. 

2.  To  create  and  develop  an  interest  in,  a  knowledge  of, 
and  a  desire  for  participation  in  matters  of  civic  health  and 
to  furnish  opportunities  for  such  participation. 

B.  General  method:  Organization  of  regular  physical  train- 
ing classes  into  health  clubs. 

1.  Purposes:  the  formation  of  good  health  habits  by  the 
members;  the  spread  of  knowledge  concerning  the  preven- 
tion of  disease;  participation  in  athletics;  co-operation 
with  teachers,  principal,  school  nurse,  and  doctor,  and 
janitor  in  the  interests  of  health;  the  improvement  of  sani- 
tary conditions  in  school,  homes,  yards,  and  streets.  Fur- 
ther, it  is  the  aim  of  the  members  to  stand  for  clean  thought, 
clean  speech,  and  clean  sports. 

2.  Officers:  President,  Vice-President,  Secretary,  Assistant 
Secretary. 

3.  Time  of  meeting:  during  physical  training  period  each 
week. 

4.  Permanent  committees  —  Every  member  on  a  committee. 


76 


EDUCATION   IN   HEALTH 


ATHLETICS  FOR  UPPER  GRADE  CHILDREN 


Boys  Preparing  the  Pit  for  Broad  Jumping 


Girls  Practicing  the  Basket  Ball  Overhead  Far  Throw 


POSSIBILITIES   OF   HEALTH   EDUCATION  77 


Wf^M 

™    ™|1  11 

Li          '    \  *                                                            '  *•'".-■ 

.-■.'.■'■*                                                                            '''■■■ 

Boys  Practicing  the  High  Jump 


DANCING   AND    ORGANIZED    GAMES    FOR   UPPER 
GRADE  BOYS  AND  GIRLS 


Social  Dancing  Out-of-doors.     American  Country  Dance  Soldier's  Joy 


78 

EDUCATION    IN    HEALTH 

h  ] 

I  w           -        i 

Baseball 


CORRECTIVE  EXERCISES 


Key  Note  Position  for  Good  Posture  Exercises  for  Weak  Arches 


POSSIBILITIES   OF   HEALTH   EDUCATION  79 


Balancing  Exercise  for  Nervousness 


Swimming  Exercises  for  Round  Shoulders 


80 


EDUCATION   IN  HEALTH 


Dr.  Mosher's  Exercise  for  Menstrual  Pain 

POSITIONS  IN  WALTER  CAMP'S  DAILY  DOZEN 
SETTING-UP  EXERCISES 


POSSIBILITIES   OF   HEALTH   EDUCATION  81 


82 


EDUCATION   IN   HEALTH 


POSITIONS  IN  WALTER  CAMP'S  DAILY  DOZEN 
SETTING-UP  EXERCISES 


GROUP  EXERCISE:     ONE  OF  WALTER  CAMP'S 
DAILY  DOZEN 


POSSIBILITIES   OF   HEALTH   EDUCATIOX  83 

a.  Health  Record  Committee. 

(1)  Purpose:  to  keep  a  record  showing  physical  develop- 
ment of  the  members  of  the  club  and  to  check  on  and  recog- 
nize individual  health  chore  records. 

(2)  Work:  (a)  to  take  height  and  weight  measure  of  the 
members;  (b)  to  take  records  of  physical  achievements  in 
regular  physical  training  periods,  running  high  jump, 
basket  ball  throw,  standing  broad  jump,  chinning,  etc.; 
(c)  to  check  and  recognize  individual  health  records;  (d) 
to  investigate  and  report  on  methods  of  health  record  work 
used  in  other  institutions,  e.g.,  the  open  air  school. 

b.  Health  Advertising  Committee. 

(1)  Purpose:  to  keep  the  health  idea  constantly  before 
the  pupils  of  the  school  in  an  effort  to  encourage  formation 
of  good  health  habits;  (2)  to  collect  and  use  material  from 
the  English  and  drawing  departments  in  carrying  out 
purpose,  e.g.,  stories,  plays,  jingles,  slogans,  posters,  etc. 

c.  Committee  on  Investigation  of  Health  Conditions  in  the 

School. 
(1)  Purpose:  to  better  health  conditions  in  the  school; 
(2)   Work:  to  observe  and  report  on  health  conditions  in 
the  school  needing  improvement  and  to  suggest  measures 
to  be  taken  in  bringing  about  better  conditions. 

d.  Committee  on  Investigation  of  Health  Conditions  in  the 

Community. 
(1)  Purpose:  to  acquaint  the  members  of  the  club  with 
existing  health  conditions  in  the  community  so  that  they 
may  intelligently  work  toward  co-operating  with  those 
who  are  striving  to  make  the  community  as  healthful  a 
place  to  live  in  as  possible;  (2)  Work:  to  investigate  and 
report  on  homes  and  premises,  alleys  and  streets,  markets, 
bakeries,  dairies,  and  other  stores,  open  air  school. 


84  EDUCATION   IN   HEALTH 

e.  Program  Committee. 

Purpose  and  work:  to  prepare  and  present  programs  on 
health  subjects  of  interest  to  the  club. 

Type  Program. — Short  Talks:  Life  history  of  the 
fly,  and  why  it  should  be  destroyed,  how  to  destroy 
the  fly,  dangers  of  fly  poisons,  how  to  construct  a  fly 
trap,  and  how  I  earned  vacation  money. 

Open  Discussion  —  What  can  the  club  do  to  arouse 
pupils  and  the  people  in  the  school  district  to  action 
against  the  fly? 

f.  Committee  on  Physical  Education  Activities. 
Purpose  and  work:  to  plan  with  the  physical  training 

director  (teacher)  the  work  to  be  accomplished  during  the 
physical  training  periods  and  in  out-of-school-hours  and 
to  assist  in  the  carrying  out  of  these  plans. 

g.  Luncheon  Committee. 

Purpose  and  work:  to  plan  and  serve  refreshments  of  a 
hygienic  character  at  social  gatherings  of  the  club. 

Report  of  a  Health  Meeting  —  Seventh  and  Eighth 
Grade  Boys. 

Chairman  —  The  Secretary  will  read  the  minutes  of  our 
last  meeting. 

Secretary  —  The  meeting  was  called  to  order,  and  it  was 
decided  that  the  club  should  be  called  "Walter  Camp 
Club."  The  club  formed  to  promote  good  health  habits, 
to  take  part  in  athletics,  to  co-operate  with  the  teacher 
and  nurse,  and  to  form  clean  habits  of  speech  and  sports. 
Committees  were  appointed. 

Chairman  —  Will  some  one  make  a  motion  to  accept  the 
minutes? 


POSSIBILITIES   OF   HEALTH  EDUCATION  85 

The  motion  is  made  and  carried. 

Chairman  —  We  shall  now  have  reports  from  the  dif- 
ferent committees.  The  Health  Record  Committee  will 
tell  us  of  their  work. 

Pupil — (Chairman  of  the  Health  Record  Committee). 
Our  duty  is  to  weigh  and  record  the  weights  of  the  mem- 
bers of  the  class.  We  do  this  once  a  month.  We  are  to 
prepare  and  send  home  a  slip  telling  how  much  a  child 
should  weigh,  and  what  he  does  weigh.  This  slip  should 
be  signed  and  brought  back  to  the  teacher.  The  chest 
expansion  of  each  member  is  taken  once  every  week.  We 
also  issue  health  sheets  to  the  members,  and  the  sheets  are 
examined  at  a  given  time. 

The  health  sheets  are  distributed.  (Sheets  of  Modern 
Health  Crusaders.)  The  chairman  of  the  committee  reads 
the  points  on  the  chart,  and  asks  the  pupils  to  cross  out 
several  of  these. 

Chairman  of  the  Health  Record  Committee  —  Scratch  out 
"I  took  ten  or  more  slow,  deep  breaths  of  fresh  air  today." 

Teacher  —  Why  are  you  taking  out  that  last  point? 

Pupil  —  We  do  not  think  that  is  needed. 

Teacher  — -  Why  not? 

Pupil  —  Some  things  seem  artificial. 

Teacher  —  Do  you  take  this  in  any  other  way? 

Pupil  —  Yes,  we  get  this  in  our  daily  dozen  and  in  run- 
ning. 

Chairman  —  We  shall  now  have  a  report  from  the  Pro- 
gram Committee. 

Pupil  (Chairman  of  the  Program  Committee)  —  We 
have  decided  that  our  work  is  to  prepare  health  programs 
of  interest  to  the  pupils  using  various  health  subjects. 
The  following  is  a  list  of  subjects  suggested  by  the  com- 


86  EDUCATION   IN   HEALTH 

mittee:  "Prevention  of  Colds,"  "What  to  Do  at  Recess," 
"Ventilation,"  "Fresh  Air  and  Heat,"  "Cleanliness," 
"Drinking  Water,"  "Food,"  "Teeth,"  "Mosquito,"  "Why 
Do  We  Need  Fresh  Air?"  Two  members  of  our  committee 
have  prepared  talks  for  this  meeting. 

Pupil  —  "Why  We  Need  Fresh  Air."  There  are  many 
reasons  why  we  need  fresh  air.  First,  we  get  oxygen. 
Second,  to  get  rid  of  carbon  dioxide.  Third,  to  carry  off 
the  heat  of  the  body.  Air  is  a  necessity  like  food,  clothing, 
and  shelter.  If  you  will  light  a  candle  and  put  it  under  a 
jar,  it  will  grow  dim  and  soon  go  out.  There  is  a  gas  in 
the  air  which  makes  the  flame  burn.  When  all  this  gas 
has  been  used  up,  the  candle  will  go  out.  If  we  could  not 
get  fresh  air,  the  oxygen  in  the  air  would  soon  be  used  up, 
and  we  would  suffocate.  You  cannot  see  air,  as  it  is  clear. 
Neither  can  you  smell  it,  as  it  is  pure.  When  we  breathe 
in,  we  breathe  in  oxygen.  When  we  breathe  out,  we  breathe 
out  carbon  dioxide.  This  gas  is  a  poison  in  our  bodies.  It 
is  therefore  important  that  we  live  much  of  our  lives  in  the 
fresh,  pure  air  outdoors.  The  best  air  indoors  is  not  as 
good  as  the  air  outside." 

Another  pupil — "Ventilation"  When  we  are  dull  or 
irritable,  the  reason  may  be  that  we  are  breathing  impure 
air.  When  windows  and  doors  are  closed,  we  must  find 
some  way  for  the  fresh  air  to  enter.  Making  fresh  air 
enter  and  impure  air  pass  out  is  called  ventilation.  I  should 
like  to  relate  an  incident  about  the  Indians.  The  govern- 
ment had  divided  some  land  and  moved  some  Indians 
onto  it.  They  built  houses  and  lived  on  this  land  for  a 
short  time.  When  the  government  agent  came  around,  he 
found  that  the  Indians  had  gone  back  to  their  wigwams. 
He  asked  why  they  had  done  so,  and  the  chief  replied, 


POSSIBILITIES   OF  HEALTH   EDUCATION  87 

'Too  much  house.'  In  the  wigwam  the  air  can  come  in 
at  the  bottom  and  pass  out  through  the  top  part.  I  have 
a  diagram  on  the  board  showing  how  a  room  can  be  ven- 
tilated. Raise  the  window  about  five  inches  and  put  a 
glass  or  board  over  that  portion  in  such  a  position  that 
the  air  that  enters  will  be  thrown  toward  the  ceiling.  Stoves 
are  most  unhealthful  for  heating  purposes.  The  stove 
heats  the  same  air  over  and  over  again,  and  that  would 
tend  to  make  it  very  impure.  The  house  must  not  be  too 
warm  or  too  cold.  There  should  be  a  thermometer  in  each 
room,  and  the  temperature  should  be  about  sixty-eight 
or  seventy  degrees.  For  the  next  meeting,  one  of  the  mem- 
bers of  our  committee  has  prepared  a  talk  on  prevention 
of  colds  and  causes  of  colds. 

Chairman  —  Is  there  any  discussion? 

Pupil  —  I  should  think,  if  we  open  a  window  from  the 
top  and  bottom,  that  would  give  good  ventilation. 

Another  pupil  —  That  would  be  a  good  thing  to  do  dur- 
ing the  day,  but  at  night  the  first  plan  is  better. 

Teacher  —  You  want  action  on  that  report. 

Chairman  —  Will  some  one  make  a  motion  to  accept 
that  report? 

The  motion  is  made  and  carried. 

Chairman  —  We  will  now  have  a  report  of  the  com- 
mittee on  "Health  Conditions  in  the  School." 

Chairman  of  the  Committee  —  We  have  decided  that  it 
is  the  duty  of  our  committee  to  investigate  any  conditions 
that  are  unhealthful  in  the  school.  There  is  a  diagram 
on  the  board  showing  the  heating  system  of  the  Wyman 
School.  There  is  a  coal  bin  on  the  left  of  the  furnace. 
From  six  to  seven  tons  of  coal  are  used  each  day  for  heat- 
ing.    The  janitor  has  an  invention  of  his  own  on  the  side. 


88  EDUCATION   IN   HEALTH 

There  are  two  ropes,  one  with  a  weight  attached.  This 
lets  out  the  steam.  There  are  little  holes  in  the  furnace 
through  which  the  heat  passes.  There  are  pipes  running 
to  the  different  rooms.  When  you  go  into  the  boiler  room 
there  is  such  a  draught  that  you  can  hardly  stand  it.  The 
cold  air  comes  in,  and  it  is  sent  to  the  rooms  by  the  ven- 
tilating fan.  Near  the  ceiling  are  little  doors  which  allow 
the  fresh  air  to  come  in. 

Another  pupil  —  In  the  boys'  basement  near  the  boiler 
room  there  is  a  tank  that  has  some  gas  in  it,  and  this  gas 
purifies  the  air.  The  air  comes  into  this  tank,  and  this 
causes  the  ozone  in  the  tank  to  pass  to  the  rooms. 

Chairman  — ■  How  big  is  the  ventilating  fan? 

Pupil  —  It  is  an  eight  foot  fan,  and  it  makes  one  hun- 
dred revolutions  a  minute. 

Chairman  —  Has  any  one  anything  to  add  to  this  report? 

Teacher  —  Perhaps  some  of  the  boys  have  questions  to 
ask. 

Pupil  —  What  are  the  doors  for? 

Another  pupil  —  The  four  bottom  doors  are  where  the 
ashes  may  be  taken  out.  The  two  top  doors  serve  as  places 
to  put  the  coal  in. 

Pupil  —  What  is  the  engine  for? 

Another  pupil  —  That  makes  the  fan  run. 

Pupil  —  Some  one  came  into  our  room,  and  put  a  notice 
on  our  board  that  we  should  not  wear  sweaters  in  the  room. 
Several  of  the  boys  have  on  sweaters. 

Teacher  —  That  is  out  of  order  now,  but  we  might  fol- 
low that  suggestion. 

Chairman  —  There  is  a  tank  on  the  boiler  that  holds 
about  five  thousand  gallons  of  water.  The  water  is  heated 
and  runs  through  pipes.     There  is  a  pump  that  sends  the 


POSSIBILITIES   OF   HEALTH   EDUCATION  89 

water  back  into  the  boiler  again.  In  this  way,  none  is 
wasted. 

Chairman  —  Will  some  one  make  a  motion  to  accept 
this  report? 

The  motion  is  made  and  carried. 

Chairman  —  We  will  now  have  the  report  of  the  Com- 
mittee on  Investigations  of  the  Health  Conditions  in  the 
Community. 

Chairman  of  the  Committee  —  It  is  the  purpose  of  this 
committee  to  investigate  the  health  conditions  in  the  dis- 
trict surrounding  the  Wyman.  When  we  find  the  condi- 
tions need  improving,  we  shall  suggest  how  they  may  be 
improved.  Our  committee  will  try  to  plan  trips  to  some 
of  the  following  places:  water  works,  packing  houses,  stor- 
age houses,  fish  markets,  candy  and  ice  cream  stores.  We 
will  find  out  about  the  health  laws  of  the  city  of  St.  Louis 
and  the  state  of  Missouri,  and  see  whether  the  people  in 
the  Wyman  district  are  obeying  these  laws.  We  received 
permission  to  go  to  the  Open  Air  School,  and  they  explained 
how  it  was  ventilated. 

Pupil  points  to  diagram  on  the  board,  indicating  the 
heating  system  and  ventilating  system  of  the  Open  Air 
School. 

Pupil  —  This  is  the  boiler  room  with  pipes  running  up 
to  the  radiator.  There  are  holes  in  the  wall,  and  fresh  air 
comes  in  through  these  holes.  This  air  is  heated.  If  it 
gets  too  cold  in  the  children's  rooms,  the  doors  are  closed. 
These  doors  are  made  of  glass.  Each  child  has  two  blankets, 
and  they  can  cover  with  these.  If  the  boiler  breaks,  there 
is  a  pipe  connected  with  the  Wyman  that  heats  this  school. 

Chairman  —  Will  some  one  make  a  motion  to  accept 
this  report? 


90  EDUCATION   IN  HEALTH 

Motion  is  made  and  carried. 

Chairman  —  We  will  now  have  the  report  of  the  Adver- 
tising Committee. 

Chairman  of  the  Advertising  Committee  —  It  is  our  duty 
to  encourage  the  children  through  advertisements  to  fol- 
low rules  of  health.  We  make  pictures,  posters,  and  slogans. 
We  now  have  several  slogans  to  submit.  "Fresh  Air  Is 
Healthful,"  "Let  Mr.  Clean  Be  with  You  the  Rest  of  Your 
Life,"  "Do  Not  Let  Mr.  Mike  Robe  Live  on  Your  Lungs," 
"Let  the  King  of  Health  Be  Your  Ruler." 

Teacher  —  What  do  you  intend  to  do  with  these  slogans? 

Pupil  —  We  should  like  to  take  the  best  ones,  and  put 
them  in  the  various  rooms. 

Chairman  —  Will  some  one  make  a  motion  to  accept 
this  report? 

Motion  is  made  and  carried. 

Chairman  —  We  will  now  have  a  report  of  the  Physical 
Training  and  Recreation  Committee. 

Chairman  of  the  Physical  Training  and  Recreation  Com- 
mittee —  The  duty  of  our  committee  is  to  assist  Miss 
Ryffel  in  planning  work  in  physical  training  and  to  make 
plans  for  after  school  and  Saturday  hikes,  athletics,  and 
games. 

General  Plan  of  Work  for  Week  of  December  Thirteenth 
to  Eighteenth. 

Monday — Taking  of  members'  weights  and  chest  expan- 
sions.    Daily  dozens. 
Tuesday  —  Daily  dozen,  apparatus  work,  games. 
Wednesday  —  Soccer. 
Thursday  —  Daily  dozen,  high  jumping. 
Friday  —  Health  club  meeting. 


POSSIBILITIES   OF   HEALTH   EDUCATION  91 

Chairman  —  Will  some  one  make  a  motion  to  accept 
this  report? 

Motion  is  made  and  carried. 

There  were  five  girls  present  at  the  meeting  of  the  boys' 
health  club.  These  girls  were  invited  by  the  chairman  to 
visit  the  meeting.  One  of  the  girls  stood  to  thank  the 
chairman  for  the  invitation. 

Chairman  —  Will  some  one  make  a  motion  to  adjourn? 

The  motion  is  made  and  carried. 


Chapter  IV 

HEALTH   TEACHING   AND   LANGUAGE 

By  Margaret  M.  McLaughlin,  A.M. 

Language,  as  used  in  this  discussion,  means  that  part 
of  the  school  curriculum  which  includes  composition 
and  the  technicalities  or  mechanics  of  speaking  and 
writing.  This  latter  part  of  language  is  also  called 
grammar.  On  the  side  of  composition,  language 
depends  for  its  content  upon  the  whole  field  of  chil- 
dren's experience;  teachers  of  language  can  cover  the 
earth  without  poaching  on  the  preserves  of  others, 
and  the  more  varied  the  material  the  better. 

The  teaching  of  language  may  be  made  to  vitalize 
the  teaching  of  hygiene.  Let  us  take  an  example. 
We  will  suppose  that  the  children  in  the  eighth  grade 
have  learned  in  hygiene  about  the  kind  of  houses  we 
ought  to  live  in,  the  sort  of  surroundings  we  must  have 
for  health,  the  amount  and  kind  of  air  each  person 
ought  to  breathe,  the  size  of  playground  children 
should  have  to  be  healthy.  These  matters  have 
been  dealt  with  in  such  a  way  as  to  give  the  children 
valuable  information  and  perhaps  to  establish  whole- 
some attitudes  in  some  of  the  members  of  the  class, 
but  the  teacher  of  hygiene  has  been  compelled  to  pass 
to  other  phases  of  her  subject.  Perhaps  in  hygiene 
the  class  spoke  of  congested  parts  of  the  city  where 
wholesome  living  conditions  for  children  and  adults 

92 


HEALTH   TEACHING    AND   LANGUAGE  93 

are  lacking.  If  the  teacher  of  language  desires  to  set 
for  her  class  a  unit  of  work  that  is  motivated  to  an 
unusual  degree,  she  may  suggest  that  they  take  up  some 
congested  part  of  the  city  for  a  more  extended  study 
than  they  have  been  able  to  make  in  the  hygiene  class. 
They  may  read  books  and  newspapers  descriptive  of 
such  conditions;  they  may  interview  social  workers 
acquainted  with  these  districts;  they  may  appoint  a 
committee  to  investigate  personally  and  report  to  the 
class;  another  committee  to  compare  such  part  of  the 
home  city  with  a  similar  district  in  another  city;  a 
third  committee  to  compare  the  congested  district 
with  a  more  favorable  locality  in  the  same  city,  as  to 
space,  buildings,  and  playgrounds.  Some  member  of 
the  class  may  be  appointed  to  make  a  map  of  the 
district  studied. 

What  do  the  children  derive  from  such  a  series  of 
lessons?  We  all  agree  that  they  are  getting  fuller  and 
more  definite  information  than  they  were  able  to  get 
in  the  hygiene  class;  also  that  a  larger  number  than  in 
the  hygiene  class  are  assuming  a  definite  attitude 
toward  such  a  state  of  affairs  as  is  found  to  exist  in 
their  city.  They  may  never  go  further  than  this. 
Even  so,  they  have  gone  a  long  way  toward  the  reform 
of  such  conditions.  Give  a  large  number  of  voters 
in  a  city  this  wholesome  attitude,  and  you  build  up  a 
public  opinion  that  will  respond  readily  to  a  demand 
for  municipal  reforms.  Besides,  an  intelligent  public 
opinion  provides  the  kind  of  soil  in  which  ideals  are 
most  easily  propagated.     Prepare  the  public  opinion, 


94  EDUCATION   IN   HEALTH 

and  ideals  will  come;  then  those  citizens  having  ideals 
will  be  able  to  accomplish  much  because  so  large  a  part 
of  the  public  already  has  the  right  attitude. 

When  we  speak  of  language  teaching  and  what  it 
can  accomplish  for  hygiene,  ve  must  always  bear  in 
mind  that  children  accept  information  more  readily, 
in  fact  are  more  receptive  of  any  kind  of  teaching 
from  their  peers  than  from  adults;  it  seems  to  them 
more  vital,  and  it  thus  becomes  more  easily  a  part  of 
their  experience.  Besides,  let  us  take  into  account  the 
effect  upon  the  child  who  speaks.  His  mind,  suffused 
with  the  glow  of  creative  effort,  more  readily  assumes 
the  right  attitude  toward  the  subject  under  discus- 
sion than  if  the  material  were  given  him  by  an  older 
person. 

The  teacher  of  language  can  use  health  material  in 
many  forms:  personal  experiences,  biography,  individ- 
ual reports,  reports  of  committees,  pantomimes, 
health  rhymes,  health  alphabets,  charades,  plays, 
allegories,  school  papers,  pageants,  constitutions  or 
rules  of  health  clubs,  health  chores,  four-minute 
speeches,  slogans,  stories,  poems,  riddles,  menus  and 
letters. 

Lesson  Plans  in  Language  —  These  lesson  plans  are 
suggestive  only.  The  teacher  should  not  use  the 
questions  given.  She  should,  however,  do  what  is 
attempted  in  these  plans:  induce  free  expression  from 
the  children  and  help  them  to  make  for  themselves  an 
outline  for  their  compositions,  whether  oral  or  written. 
Lesson  plan  for  grade  three  or  four :     Smoke  in  the  Air. 


HEALTH   TEACHING   AND   LANGUAGE  95 

How  many  of  you  have  been  in  the  country?  What 
did  you  notice  about  the  smoke  in  the  country?  Where 
did  the  smoke  come  from?  What  buildings  near  your 
home  in  the  city  send  out  a  great  deal  of  smoke? 
(This  should  bring  speeches  of  one  or  two  minutes 
from  at  least  half  the  members  of  the  class;  perhaps 
from  even  a  larger  number.)  Is  the  air  in  the  city  or 
in  the  country  better  for  us  to  breathe?  Why  do  you 
say  this?  How  does  a  great  deal  of  smoke  in  the  air 
make  you  feel?  Why  does  breathing  smoky  air  make 
you  feel  that  way?  What  can  people  in  the  city  do 
to  make  the  air  better  for  us  to  breathe? 

Lesson  plan  for  Grade  three  or  four:  A  story  to  tell 
to  a  lower  grade.     How  many  of  you  ever  go  into 

Room    (the  primary    room    or    second    grade)? 

How  many  of  you  would  like  to  go  down  to  this  room 
and  tell  the  children  a  story? 

There  are  several  different  kinds  of  story  we  might 
tell  there.  We  might  tell  them  one  of  the  stories 
from  our  reader  or  a  story  from  a  library  book.  Sup- 
pose, this  time,  we  make  up  some  stories  to  tell  in  Room 

.     You  would  like  that.     What  are  some  of  the 

things  we  have  learned  about  our  eating?  (Eating 
too  fast;  eating  too  much;  eating  candy  instead  of 
bread  and  butter;  candy  instead  of  soup  at  lunch.) 

Suppose  we  make  up  a  story  about  a  little  boy  who 
ate  too  fast.  What  might  have  happened  to  that  little 
boy?  (See  that  the  story  is  a  connected  whole,  telling 
who  the  boy  was,  when  he  ate  too  fast  and  why,  and 
what  happened  to  him.     Different  children  may  con- 


96  EDUCATION   IN   HEALTH 

tribute  different  parts.  One  story  will  suggest  another 
until  there  are  several  stories  about  supposed  little 
boys,  or  girls,  who  ate  too  much.) 

We  want  three  or  four  of  these  stories  told  to  us  so 
that  we  can  decide  which  is  the  best  to  tell  to 
Room . 

Now  suppose  we  make  up  a  story  about  a  little 
girl  who  had  the  habit  of  eating  too  much  candy. 
What  may  happen  to  us  if  we  eat  too  much  candy? 
(Hurts  our  teeth,  keeps  us  from  eating  food  that  makes 
us  grow;  we  spend  too  much  money  on  candy.) 

Who  was  Mary?  What  happened  to  her  because 
she  ate  too  much  candy?  What  made  Mary  stop 
eating  too  much  candy?  What  happened  to  her  then? 
How  many  stories  shall  we  have  about  Mary?  You 
may  call  her  by  any  other  name  you  like. 

(After  two  or  three  good  stories  have  been  selected 
by  the  class  as  the  best,  arrangements  may  be  made 

with  Room  .     A  committee  may  be  selected  by 

the  class  and  sent  down  to  ask  the  children  and  the 

teacher  in  Room if  they  would  like  to  hear  some 

stories  by  Room  and  when  they  would  like  to 

hear  the  stories. 

Lesson  Plan  for  Grade  Five  or  Six:  The  Value  of 
Good  Health  —  Does  it  pay  your  father  to  be  well? 
What  does  he  lose  if  he  is  not  well?  (Loses  his  salary; 
must  pay  doctor's  and  hospital  bills  perhaps.)  Does 
any  one  else  lose  if  your  father  is  not  well?  Suppose 
your  father  is  a  physician,  does  any  one  else  lose  when 
he  is  not  well? 


HEALTH   TEACHING    AND   LANGUAGE  97 

If  your  father  has  a  store,  does  any  one  else  lose 
if  he  is  not  well? 

What  do  you  lose  if  you  are  not  well?  What  does 
some  one  else  lose  if  you  are  not  well? 

Let  us  divide  ourselves  into  four  groups  and  see 
which  group  can  write  the  best  composition  about 
how  much  a  person  loses  if  he  is  not  well.  Each 
group  may  take  any  person  they  like  —  a  father, 
a  mother,  a  boy,  a  girl,  a  doctor,  a  lawyer,  a  farmer, 
or  any  one  else. 

(The  best  way  to  go  at  this  is,  perhaps,  to  have 
the  members  of  each  group  write  all  the  points  they 
can  think  of  and  hand  these  points  to  one  member 
you  will  select  and  arrange  them.) 

As  soon  as  these  compositions  are  ready,  we  will 
read  them  to  the  class  and  vote  as  to  which  is  the 
best.  Then  we  can  send  them  to  the  principal  and 
let  him  decide  which  is  the  best. 

(A  more  scientific  discussion  of  the  money  value 
of  health  should  be  deferred  to  the  seventh  or  eighth, 
grade.) 

Lesson  Plan  for  Fifth  or  Sixth  Grade  —  Trouble 
we  cause  by  being  careless  about  our  health. 

Have  any  of  you  seen  any  one  do  something  that 
might  cause  him  to  be  sick?  What  do  children  in 
grade  three  or  four  sometimes  forget  to  do  that  might 
cause  them  to  be  sick?  (Fail  to  wear  their  hats,  to 
keep  their  coats  buttoned,  to  wear  their  rubbers. 
They  may  eat  candy  instead  of  soup  at  lunch.)  Who 
will   be   troubled   if   these   children  make   themselves 


98  EDUCATION   IN   HEALTH 

sick?  (The  mother,  the  father,  the  teacher,  brothers, 
and  sisters,  the  children  themselves.)  Do  you  think 
we  might  help  those  children  by  talking  to  them 
about  being  careful?  How  would  you  like  for  us  to 
think  up  some  speeches  to  make  to  the  children  in 

Room  ?     If  you  will  make  up  the  speeches,   I 

will  ask  the  teacher  if  we  may  go  down  and  say  them. 

Each  of  you  select  a  subject  that  you  would  like 
to  speak  on.  (Help  each  child  to  select  a  subject 
that  he  can  handle.  An  outline  somewhat  like  the 
following  may  be  used:  the  bad  habit;  what  it  may 
lead  to;  who  will  be  troubled;  what  resolve  each  little 
boy    and    girl    should    make. 

We  will  make  these  speeches  at  our  next  lesson 
and  vote  on  the  three  best. 

Lesson  Plans  for  Grade  Seven  or  Eight  —  Suppose 
we  have  every  member  of  this  class  in  the  next  two 
or  three  days  to  make  a  two-minute  speech  on  a 
health  subject.  As  many  as  like  may  have  pictures 
or  drawings,  or  models.  Here  is  a  list  of  subjects. 
Either  take  one  of  these  or  choose  another  on  which 
you  can  speak  two  minutes  and  really  say  something. 

1.  How  my  home  is  heated. 

2.  A  well  ventilated  street  car  (personal  experiences). 

3.  A  poorly  ventilated  street  car. 

4.  What  I  can  do  to  keep  our  school  room  clean. 

5.  One  way  in  which  Indians  are  more  fortunate  than 


we. 


6.  Why  I  like  a  furnace  better  than  a  stove. 

7.  The  cleaning  of  our  street. 


HEALTH   TEACHING   AND   LANGUAGE  99 

8.  What  is  done  with  garbage  in  my  street. 

9.  What  becomes  of  our  ashes. 

10.  Why  we  should  have  a  good  school  yard. 

11.  When  we  were  fumigated. 

12.  When  our  house  was  placarded. 

13.  Why  we  should  not  mix  ashes  and  garbage. 

14.  When  we  were  quarantined. 

(Have  pupils  suggest  other  subjects.  This  is  an 
excellent  practice,  as  it  makes  them  more  watchful; 
besides,  they  need  to  learn  to  state  subjects  properly 
and  to   choose  limited  subjects.) 

Lesson  Plan  —  Edit  one  number  of  the  Health 
Herald  with  all  departments:  editorials;  news  items; 
(home,  foreign) ;  illustrations  (cartoons) ;  stories 
(health);  jokes  (health);  and  limericks  (health); 
health  slogans;  advertisement  (sample:  Lost  —  a  bad 
cold.  Finder  please  send  same  to  the  Health  Com- 
missioner to  dispose  of  as  he  thinks  best.);  parts  of 
health  alphabets;  different  contributors  sending  dif- 
ferent letters,  perhaps  their  initials;  "Letters  from 
the  People";  "Just  a  Minute";  sport  column. 

A  Play  for  Any  Grade  —  An  allegorical  play  show- 
ing a  struggle  between  Good  Health  as  the  hero  and 
Filth  or  Bad  Health  for  the  villian  is  suitable  for 
lower,  middle,  or  upper  grades.  In  the  last  it  may 
be  very  elaborate;  in  the  first,  very  simple;  in  the 
second,  of  medium  difficulty.  This  play  may  be 
easily  made  into  a  pageant  with  a  good  deal  of  cos- 
tume and  many  picture  effects.  Many  subordinate 
characters    may    appear,    such    as    Cleanliness,    Mr. 


100  EDUCATION   IN   HEALTH 

Wise  Diet,  Sir  Tooth  Brush,  Miss  Tooth  Paste,  the 
Jester,  Sir  Glutton,  Sir  Take  It  Easy,  Mr.  Laziness, 
Mr.  Work  Hard,  and  any  others  the  children  may 
care  to  add. 

If  the  class  in  hygiene,  in  attempting  to  organize 
a  club,  has  trouble  with  the  statement  of  the  consti- 
tution or  the  rules,  a  language  period  or  two  may 
well  be  given  to  the  correct  formulation.  This  makes 
most  excellent  language  material  as  it  is  well  moti- 
vated. 

Suggestions  for  Riddles  —  I  am  the  thing  that  you 
think  least  about  when  you  have  me  and  that  you 
miss  most  when  I  am  gone.  You  drive  me  away, 
not  because  you  dislike  me,  but  because  you  forget 
me  so  completely  and  abuse  me  so  outrageously.  I 
do  not  leave  you  in  anger,  but  because  you  make  it 
impossible  for  me  to  stay.  When  I  am  gone,  you 
spend  much  time  and  money  to  bring  me  back. 
Sometimes  I  can  return;  sometimes  I  cannot.  If  I 
do  not  return,  the  fault  is  not  mine,  but  yours;  you 
have  driven  me  away  past  hope  of  bringing  back. 
What  am  I?     Health. 

There  are  two  of  us,  another  and  I,  alike  only  in 
these  four  particulars:  (1)  all  men  desire  us;  (2)  most 
men  use  us  recklessly  when  they  have  us;  (3)  all  men 
regret  our  departure  and  wish  for  our  return;  (4)  our 
names  rhyme.  The  other,  without  me,  is  useless  to 
its  possessors  who  often  say  they  would  gladly  give 
it  up  if  by  so  doing  they  could  have  me  once  more. 
If  they  lose  the  other  and  keep  me,  they  can,  if  they 


HEALTH   TEACHING   AND   LANGUAGE  101 

like,  regain  it.  When  they  lose  both,  they  miss  me 
so  sorely  they  often  forget  they  possess  the  other. 
What  are  we?     Health  and  Wealth. 

HEALTH   RHYME 

Mary  had  a  little  cold, 

It  started  in  her  head; 

And  everywhere  that  Mary  went 

That  cold  was  sure  to  spread. 

It  followed  her  to  school  one  day, 
There  wasn't  any  rule; 
It  made  the  children  cough  and  sneeze 
To  have  that  cold  in  school. 

The  teacher  tried  to  drive  it  out; 
She  tried  so  hard,  but  —  Kerchoo-oo ! 
It  didn't  do  a  bit  of  good 
For  teacher  caught  it  too. 

Other  well  known  rhymes  may  be  parodied  in  the 
same  way. 

HEALTH   ALPHABET 

A  is  for  appetite,  a  good  thing  to  own; 
It  should  be  of  fair  size,  but  not  overgrown. 
B  is  for  body,  we  must  treat  it  with  care; 
If  it's  to  be  strong,  it  must  have  food  and  fresh  air. 
C  is  for  cold,  which  you'll  never  catch 
If  you  are  wise  and  show  yourself  its  match. 
Have  the  children  finish  this  alphabet  in  their  own  way. 


102  EDUCATION   IN   HEALTH 

Exercises  in  Language  Growing  out  of  Hygiene  Les- 
sons— The  following  exercises  were  produced  by 
children  in  the  language  periods  in  the  grades  indi- 
cated. The  teachers  felt  that  the  material  in  hygiene 
lessons  would  become  more  firmly  fixed  as  a  part  of 
the  children's  experience  if  approached  from  a  new 
point  of  view.  Such  exercises  accomplish  a  double 
purpose:  they  provide  vital  matter  for  language;  they 
fix  the  material  more  firmly  through  the  different 
approach  and  through  the  effort  of  the  child  to  create 
something  of  his  own. 

The  exercises  are  included  only  to  suggest  what 
children  of  the  different  grades  can  do,  and  they  are 
not  intended  as  models  or  to  be  learned  by  the  chil- 
dren or  used  by  them  in  any  way. 

Grade  I.     Letter  to  the  teacher  of  hygiene. 
Dear  Miss  X: 

Thank  you  for  telling  us  how  to  be  healthy. 
We  are  trying  to  get  healthy. 

Grade  II.     How  to  be  clean. 

I  like  to  clean  my  teeth. 

I  like  to  take  a  bath  once  a  week. 

I  wash  my  face  in  cold  water. 

I  like  to  wash  my  hair  ribbons. 

I  like  to  keep  myself  clean. 

I  wash  my  hands  before  I  eat  my  dinner. 

Grade  III.    Why  I  must  keep  my  teeth  clean. 

I  must  keep  my  teeth  clean  because  it  is  healthy.  I 
must  clean  my  teeth  with  a  tooth  brush  or  with  a  clean 
rag.     I  must  pick  my  teeth  with  a  tooth  pick,  and  not 


HEALTH   TEACHING   AND   LANGUAGE  103 

with  a  pin  or  a  needle  or  my  finger  only  with  a  tooth  pick. 
I  must  brush  my  teeth  every  night  and  day,  morning, 
afternoon,  and  evening.  If  I  do  not  pick  my  teeth  and 
leave  the  food  that  I  eat  in  my  teeth  it  will  decay  and  I 
will  have  to  go  to  the  dentist  and  might  have  to  have  some 
teeth  filled  of  have  many  other  things  done  to  them.  If 
you  leave  your  food  in  your  mouth.  You  know  your  tem- 
perature is  98  degrees  and  that  is  very  hot  for  a  very  hot 
summer  day  is  98  and  that  food  will  spoil  from  being  in 
such  a  hot  place  as  your  mouth. 

A  Play:   Santa  Claus's  Helpers 
Grade  IV.     (Composed  by  the  children). 

ACT   I 
Place:     Santa  Land. 
Time:     A  few  days  before  Christmas. 
Characters:     Santa  Glaus  and  his  pet  brownie,  Bob. 

(When  the  curtain  goes  up,  Santa  Claus  is  busy  putting  the  last 
touches  on  the  Christmas  toys.  Toys  are  scattered  about  the  room. 
Chorus  of  children  sings  from  behind  the  scenes:) 

'WAY  UP  NORTH 

'Way  up  north  in  the  land  of  snow, 

Ooo-ooo-ooo,  ooo-ooo-ooo. 
Where  the  cold  winds  loudly  blow, 

Ooo-ooo-ooo,  ooo-ooo-ooo, 
There  lives  Santa  Claus  throughout  the  year, 
Working  and  singing  with  right  good  cheer, 

Looking  at  you  and  you  and  you 

And  you  and  you  and  you! 


104  EDUCATION   IN  HEALTH 

See,  he  stops  and  slowly  thinks, 

Mmm-mmm-mmm,  mmm-mmm-mmm, 
Nods  his  head  and  gaily  winks, 

Mmm-mmm-mmm,  mmm-mmm-mmm. 
Takes  from  his  shelf  his  great  big  books, 
Turns  the  pages  and  over  them  looks. 

Yes.     He'll  call  on  you  and  you 

And  you  and  you  and  you! 

(Enter  Brownie  Bob,  with  a  letter.) 

Santa  Claus  —  What  now,  Bob?     What  now? 

Bob —  A  letter  for  jrou,  Santa. 

Santa  Claus  —  I  haven't  time  to  read  it.  I  have  only 
three  more  days  to  work,  and  I  haven't  nearly  finished. 

Bob  —  Shall  I  read  it  to  you? 

Santa  —  Yes.     Do,  Bob,  while  I  paint  this  hobby  horse. 

Bob  —  It's  from  Twiddly.  You  sent  him,  with  some 
other  Brownies,  to  help  the  Smith  children  this  year.  Last 
Christmas  they  couldn't  have  their  toys  because  they  hadn't 
cleaned  their  teeth,  nor  washed  their  hands  and  faces. 

Santa  Claus  (looking  in  his  great  book)  —  Yes,  yes.  I 
remember.  Let's  see.  There  was  Peggy  Smith,  who  couldn't 
have  her  doll  house  last  year  because  she  went  to  bed  every 
night  without  opening  her  windows.  Then  there  was 
Harold,  her  little  brother,  who  wouldn't  drink  his  milk, 
but  cried  for  coffee.  He  wanted  an  electric  train.  Yes, 
yes.  I  remember  them.  I  remember  how  disappointed 
they  were  on  Christmas  morning.  That  was  why  I  sent 
the  Brownies  to  help  them.  Well!  Well!  What  does 
Twiddly  say? 

£06  —  I'll  read  it.  (Reads.)  "Dear  Santa  Claus.  It's 
almost  a  year  since  you  sent  us  down  here  to  help  Peggy 
and  Harold  Smith.    Most  of  us  are  trying  hard  to  remind 


HEALTH   TEACHING   AND   LANGUAGE  105 

them  when  they  forget  to  do  things  they  should.  But  we 
are  having  a  hard  time.  Four  of  the  Brownies  you  sent, 
Whisk,  Skee,  Mop,  and  Nip,  are  working  against  us.  When 
we  have  the  children  about  to  do  what  they  should,  one  of 
these  four  tells  them  not  to  do  it.  The  children  nearly 
always  do  the  right  thing  anyway;  but  we  have  to  work 
twice  as  hard." 

Bob  —  What  are  you  going  to  do  about  it? 

Santa  — Never  mind.  I'll  attend  to  them  when  I  get 
down  there.  Whew!  Those  little  rascals!  But  come,  we 
must  be  packing.     Help  me  carry  these  to  the  sleigh. 

They  go  out,  their  arms  filled  with  toys. 

CURTAIN 

ACT   II  — Scene  1 

Place:     The  Smith  home,  Peggy's  room. 

Time:     Bedtime. 

Characters:     Peggy  Smith,  Brownies. 

(Peggy  is  about  to  get  into  bed.  The  curtain  rustles,  and  a  Brownie's 
hand  holds  from  behind  the  curtain  a  poster  that  says:  Have  You 
Opened  Your  Window?) 

Peggy — Oh,  bother!  That  old  window  isn't  opened, 
and  here  I'm  in  bed. 

(There  is  a  struggle  behind  the  curtain,  after  which  the  sign  dis- 
appears; and  this  one  appears:  Tomorrow  Night  Will  Do.) 

Peggy  —  It's  going  to  be  so  cold  in  the  morning  that 
I  don't  believe  I'll  open  the  window  tonight.  Santa  Claus 
won't  mind  one  night. 

(She  is  about  to  get  up,  but  lies  down  again.  Another  sign  appears, 
saying:  Open    Your   Window  EVERY  Night.) 


106  EDUCATION    IN   HEALTH 

Peggy  (getting  up  and  opening  the  window)  —  I  sup- 
pose I'd  better  open  it  anyway.  Santa  Claus's  note  said 
do  everything  I  ought  to  if  I  wanted  toys  this  year. 

CURTAIN 
Scene  2 

Place:     Smith's  bathroom. 

Time:     Bedtime. 

Characters:     Harold  Smith,  and  Brownies. 

(Harold  has  wet  his  hands  and  is  wiping  the  dirt  on  the  towel. 
Suddenly  before  him  appears  this  sign:  Did  You  Use  Soap?  He  is 
about  to  wash  his  hands  with  soap  when  another  sign  says :  You  Can 
Use  Soap  Tomorrow.) 

(Harold  starts  off  to  bed,  but  again  the  first  poster  appears;  also 
this  one:  Have  You  Brushed  Your  Teeth?     He  stops  and  thinks.) 

Harold  —  If  I  don't  wash  my  hands  every  night,  I  won't 
get  my  electric  train  for  Christmas.  I  guess  I'd  better 
clean  my  teeth,  too. 

CURTAIN 

ACT   III  — Scene  1 

Place:     The  Smith's  lawn,  covered  with  snow. 

Time:     Christinas  Eve. 

Characters:     Brownies,  Santa  Claus. 

(The  first  number  of  the  Cisse  Noisette  Suite,  Victor  Record  No. 
16974,  is  played.  Each  time  the  motif  of  the  music  is  repeated,  two 
Brownies,  who  wear  health  posters  on  their  backs,  dance  from  behind 
bushes,  one  on  each  side  of  the  lawn.  Each  two,  after  they  have 
danced  to  the  middle  of  the  stage,  dance  together;  then,  after  six  are 
out  and  the  music  changes,  they  form  a  circle.  Into  this  circle  the 
four  bad  Brownies  dance,  while  the  others,  shaking  their  fingers  at 
the  bad  Brownies,  appear  to  be  scolding  them.     The  theme  is  repeated 


HEALTH   TEACHING   AND   LANGUAGE  107 

twice  while  this  is  going  on.  When  it  begins  again,  the  rest  of  the 
Brownies  dance  out  on  the  stage,  two  at  a  time,  until  sixteen  are  on  the 
stage.  Then,  still  to  the  repeated  theme,  they  form  one  large  double 
circle  and  dance  around  to  the  music.  As  they  finish,  sleigh  bells  are 
heard  behind  the  scenes.  With  much  noise,  Santa  Claus  and  Brownie 
Bob  appear.  The  good  Brownies  flock  around  Santa;  the  four  hang 
back.) 

Twiddly  —  Oh,  Santa  Claus,  how  late  you  are!  Has 
anything  happened? 

Santa  Claus  —  Hello,  everybody!  My  sleigh  is  stuck 
out  here.  Hello,  Whisk!  What's  wrong  with  you  and 
Skee  and  Mop  and  Nip?  (The  four  bad  Brownies  have 
been  standing  apart,  their  heads  down.)  Come  over  here. 
Have  you  helped  the  children  to  earn  their  toys?  (They 
come  reluctantly.) 

Skee —  No,  Santa  Claus.     I  didn't. 

Santa  —  And  you,  Nip? 

Nip  —  I  didn't  either  — 

Mop  —  Neither  did  I,  Santa  Claus. 

Whisk  —  Nor  I,  Santa,  but  I'm  sorry  — 

Santa  Claus  —  Then  what  have  you  been  doing  if  you 
weren't  helping  the  children  to  earn  their  toys? 

Mop  —  We  —  we  tried  to  m-make  the  children  do  the 
wrong  things. 

Whisk  —  But  we're  very  sorry,  Santa  — 

Santa  ■ —  Did  they  do  wrong,  as  you  told  them  to? 

Twiddly  —  No,  they  didn't,  Santa  Claus.  They  wanted 
so  much  to  be  able  to  tell  you  they've  been  good  that  in 
the  end  they  did  right. 

Santa  Claus  —  Well,  then  they  deserve  their  toys. 
Come  on,  everybody,  and  help  me  get  my  sleigh  out  of 
that  snow  drift.     My  reindeer  are  tired  waiting. 

(They  go  out.) 


108  EDUCATION   IN  HEALTH 

CURTAIN 

Scene  2 

Place:    The  Smith's  nursery. 
Time:    Christmas  Eve. 

Characters:     Santa    Claus,    Brownies,    Peggy   and   Harold 
Smith. 

(Peggy  and  Harold  are  seated  in  the  nursery,  waiting  for  Santa 
Claus.) 

Harold  (sleepily)  —  Peggy,  I'm  afraid.     Let's  go  to  bed. 

Peggy  (bravely)  —  Oh,  Silly!  What's  there  to  be  afraid 
of?     He'll  be  here  any  minute  now. 

Harold  —  I  know,  but  you  know  we're  not  supposed  to 
sit  up,  are  we? 

Peggy  —  Well,  this  is  the  first  time,  and  I  want  to  see 
him,  because  —  all  year  I've  tried  —  so  —  hard.  But  I 
really  am  a  little  afraid;  not  much,  though — .  What  was 
that? 

(Santa  Claus  bursts  into  the  room.) 

Santa  Claus  —  Hello,  folks,  Merry  Christmas!  May  I 
leave  some  toys  here? 

Childi-en  (jumping  up  and  talking  together)  —  May  you? 
Do  we  really  get  them  this  year.    What  did  you  bring  me? 

Santa  Claus  —  Here,  here!  One  at  a  time!  This  is  for 
you,  Harold,  and  this;  and  this  for  you,  Peggy.  (Takes 
toys  from  bag,  while  children  exclaim  "Oh!"  and  "Ah!"  as 
they  see  each  one.) 

Children  —  Oh,  Santa  Claus,  thank  you  so  — 

Santa  Claus  —  Tut,  tut!  Don't  thank  me.  You  worked 
for  them,  didn't  you?     If  you  thank  anybody,  you  ought 


HEALTH   TEACHING   AND   LANGUAGE  109 

to  thank  these  good  Brownies.  Oh,  Twiddly!  Come  in 
here ! 

Peggy  —  What's  this,  Santa  Claus? 

Santa  Claus  ■ — ■  Why,  these  are  my  Brownies,  who  have 
helped  you  to  remember  the  things  you  forgot  to  do  last 
year. 

Peggy  —  Oh,  then  there  really  was  somebody  holding  a 
sign  beside  my  window  every  night. 

Harold  —  And  some  one  in  the  bathroom,  too. 

Peggy  —  Sometimes  I  thought  I  just  imagined  it,  but 
Harold  said  — 

Harold  —  And  beside  my  plate  on  the  table,  too.  I 
told  you  there  was,  didn't  I,  Peggy? 

Peggy  —  Yes.  But  I  didn't  know  whether  to  believe 
it  or  not.     Then  we  ought  to  thank  the  Brownies. 

Nip  (ashamed)  —  Not  all  of  us,  Peggy.  We  —  some  of 
us  didn't  —  help.  But  we're  sorry,  now.  And  I  suppose 
Santa  Claus  won't  let  us  stay  down  to  help  anybody  next 
year,  either. 

Peggy  —  Oh,  Santa  Claus,  I'm  sure  they  didn't  mean 
to  be  bad.     Can't  they  stay? 

Santa  Claus  —  Not  this  year.  But,  if  they  work  as  hard 
as  they  can  up  in  Santa  Land  for  a  year,  I  might  send  them 
down  again  sometime  for  your  sake.  But  I  must  be  going 
now,  or  the  other  children  won't  have  their  toys.  Be  good 
children,  and  don't  ever  forget  again  what  my  Brownies 
have  helped  you  to  remember.     Good-bye! 

Children — Good-bye!  Good-bye!  Good-bye,  Santa 
Claus!  Good-bye,  Brownies!  We  won't  forget,  Santa 
Claus! 

(Santa  Claus  and  his  Brownies  go  out.  Sleigh  bells  are  heard  out- 
side.) 


HO  EDUCATION   IN   HEALTH 

Harold — Oh,  Peggy,  look!  There  they  go  across  the 
lawn. 

(They  stand  at  the  window,  waving  and  talking.  While  they  stand 
there,  chorus  of  children  sings  from  behind  the  scenes  the  last  verse  of 
'Way  Up  North: 

Crack!     He  snaps  his  whip  so  gay, 

Jingle-ingle-ing,  jingle-ingle-ing, 
Starts  his  reindeer  on  their  way, 
Jingle-ingle-ing.  jingle-ingle-ing. 
He  will  come  to  every  house, 
Children  be  still  as  a  little  mouse, 
Then  on  Christmas  morn  we'll  gaily, 
Gaily  clap  and  sing. 

CURTAIN 

HEALTH   RHYMES 
Grade  VI. 

Old  King  Cole  was  a  healthy  old  soul, 

A  healthy  old  soul  was  he. 

He  called  for  his  bread,  and  he  called  for  his  milk, 

He  called  for  his  potatoes  three. 

This  was  what  made  him  a  healthy  old  soul! 

A  healthy  old  soul  was  he. 


Grade  VII. 


Drink  milk  each  and  every  day, 
Then  go  out  and  have  your  play; 
That  makes  healthy  girls  and  boys. 
Health  is  one  of  life's  great  joys. 

Little  Tommy  Tucker 

Sings  for  his  supper. 


HEALTH   TEACHING   AND   LANGUAGE  111 

What  shall  he  eat? 
White  bread  and  butter. 
Why  shall  he  eat  it? 
Because  it's  good  and  clean. 
He  wants  to  be  a  nice  fat  boy, 
And  not  so  thin  and  lean. 

Subjects  Classified  by  Grades  and  Grouped  About  Problems 

The  same  thing  should  be  said  of  the  following 
subjects  that  was  said  of  the  lesson  plans;  they  are 
suggestive  only.  Each  teacher  must  decide  which 
of  the  subjects  are  suited  to  her  pupils.  She  may 
transfer  subjects  from  one  grade  to  another;  she  may 
change  the  wording;  she  may  take  entirely  different 
subjects.  A  very  wide  choice  is  offered  so  that  if  the 
teacher  wishes  to  use  these  lists,  she  will  not  feel  at 
all  restricted. 

The  subjects  are  classified  as  to  grades,  which  classi- 
fication may  be  changed,  and  are  grouped  about  a 
number  of  everyday  problems. 

Problems  About  Which  Subjects  for  Grades  One  and 
Two  are  Grouped — 1.  Keeping  our  persons  clean. 
2.  Keeping  our  surroundings  clean.  3.  Exercising 
ourselves  properly.     4.  Eating  our  food  properly. 

Problem  1.     Keeping  our  persons  clean. 

1.  Why  we  want  to  be  clean.  2.  Why  we  must  keep 
our  hands  clean.  3.  Why  we  should  take  care  of  our  nails. 
4.  The  kind  of  children  we  like  to  play  with.  5.  Why  we 
should  not  put  pencils  in  our  mouths.  6.  Why  we  should 
not  use  each  other's  pencils.     7.  Why  I  must  not  rub  my 


112  EDUCATION   IN   HEALTH 

eyes.  8.  Why  I  should  brush  my  teeth.  9.  Why  we  must 
take  baths  often.     10.  Why  we  must  keep  our  faces  clean. 

Problem  2.     Keeping  our  surroundings  clean. 

1.  Helping  Mother  keep  the  house  clean.  2.  Helping  to 
keep  our  schoolroom  clean.  3.  Helping  keep  the  school 
yard  clean.  4.  How  our  eyes  help  us  to  keep  clean. 
5.  How  our  noses  help  us  to  keep  clean. 

Problem  3.     Exercising  ourselves  properly. 

1.  The  kind  of  games  we  should  play  in  warm  weather. 
2.  The  kind  of  games  we  should  play  in  cold  weather. 

Problem  4-     Eating  our  food  properly. 

1.  Why  we  should  not  eat  fast.  2.  What  I  told  my 
big  brother  about  eating  fast.  3.  Why  I  should  go  to  the 
dentist.  (Most  of  the  above  subjects  may  be  used  for 
class  discussion,  each  pupil  contributing  something.) 

Problems  About  Which  Subjects  for  Grades  Three  and 
Four  are  Grouped — 1.  Value  of  health.  2.  Surround- 
ings that  may  injure  us.  3.  Keeping  ourselves  clean. 
4.  Keeping  our  surroundings  clean.  5.  Exercising  our- 
selves properly.  6.  What  food  is  suitable  for  children. 
7.  What  children  can  do  for  health. 

Problem  1.     Value  of  health. 

1.  How  a  sanitary  school  pays  the  community.  2.  Why 
we  need  to  be  healthy.     3.  Why  boys  should  not  smoke. 

Problem  2.     Surroundings  that  may  injure  us. 

1.  Why  we  should  have  a  good  school  yard.  2.  Why 
dust  in  the  air  is  bad  for  us.  3.  Why  smoke  in  the  air 
is  bad  for  us.  4.  Why  there  is  more  dust  in  the  air  than 
should  be.  5.  Why  there  is  more  smoke  in  the  air 
than  should  be.  6.  Why  too  high  a  desk  is  bad.  7.  Why 
too  low  a  desk  is  bad.     8.  Why  too  low  a  seat  is  bad- 


HEALTH   TEACHING   AND   LANGUAGE  113 

9.  Why  too  high  a  seat  is  bad.  10.  How  we  can  avoid  dust 
in  sweeping.  11.  How  I  sweep  my  room.  12.  Why  we 
need  a  well  lighted  schoolroom.  13.  Why  we  need  a  well 
ventilated  schoolroom.  14.  Why  Mary  went  to  sleep  in 
school. 

Problem  3.     Keeping  ourselves  clean. 

1.  Proper  use  of  a  tooth  brush.  2.  How  often  we  should 
bathe.     3.  Why  we  should  keep  our  hands  and  faces  clean. 

4.  Why  we  should  clean  our  teeth  and  gums  thoroughly  at 
night.  5.  What  the  long  mirror  in  the  hall  has  done  for 
our  school. 

Problem  4-     Keeping  our  surroundings  clean. 

1.  Keeping  our  schoolroom  clean.  2.  Keeping  our  yards 
clean. 

Problem  5.     Exercising  ourselves  properly. 

1.  Why  play  makes  us  healthy.  2.  How  we  should 
play.     3.  Where  we  should  play.     4.  What  we  should  play. 

5.  How  we  should  stand.     6.  How  we  should  walk. 
Problem  6.     What  food  is  suitable  for  children. 

1.  What  we  should  have  for  lunch.  2.  Why  our  food 
should  be  clean.  3.  Why  children  should  not  drink  tea  or 
coffee. 

Problem  7.     What  children  can  do  for  health. 

1.  What  third  graders  can  do  for  health  at  school. 
2.  What  fourth  graders  can  do  for  health  at  school.  3.  What 
third  graders  can  do  for  health  at  home.  4.  What  fourth 
graders  can  do  for  health  at  home. 

Problems  About  Which  Subjects  for  Grades  Five  and 
Six  are  Grouped — 1.  The  meaning  of  health.  2.  The 
value  of  health.  3.  The  effect  of  surroundings  on 
health.     4.  The  effect  of  clothes  on  health.     5.  The 


114  EDUCATION  IN  HEALTH 

effect  of  good  health  upon  us.  6.  Different  factors 
that  affect  health.  7.  How  children  can  promote  health 
of  others.  8.  Health  and  food.  9.  Work  of  health 
department. 

Problem  1.     The  meaning  of  health. 
1.  Explain  what  is  meant  by  health.     2.  How  we  know 
when  we  are  tired.     3.  Is  being  tired  bad  for  us? 
Problem  2.     The  value  of  health. 
1.  Who  suffers  if  a  person  does  not  keep  himself  well? 

2.  How  my  good  health  saves  the  city's  money.  3.  How 
my  good  health  helps  the  community.  4.  How  my  good 
health  helps  my  family. 

Problem  3.     The  effect  of  surroundings  on  health. 
1.  What  are  the  qualities  of  a  good  school  site?     2.  Why 
the  site  of  a  school  building  should  be  selected  with  care. 

3.  How  large  should  our  schoolrooms  be?  4.  Why  we  need 
fresh  air.  5.  Why  we  should  exercise  in  pure  air.  6.  What 
our  city  can  do  about  smoke.  7.  How  does  one's  house 
affect  his  health?  8.  Why  is  it  not  good  to  have  one's 
room  crowded  with  ornaments?  9.  Why  we  should  keep 
the  premises  at  home  clean.  10.  Why  we  should  see  that 
the  school  premises  are  kept  clean.  11.  Why  it  is  not 
good  to  mix  ashes  and  garbage.  12.  What  is  done  with 
the  garbage  on  the  streets?  13.  A  country  child  has  a 
better  chance  to  be  healthy  than  a  city  child.     (Debate.) 

Problem  4-     Clothes  and  health. 

1.  Explain  what  you  mean  by  comfortable  clothes. 
2.  How  we  must  prepare  ourselves  before  we  go  out  of 
doors  to  play.  3.  Why  should  we  not  wear  our  clothes 
tight?  4.  Why  should  boys  wear  heavy  clothes  and  girls 
light   clothes? 


HEALTH   TEACHING   AND   LANGUAGE  115 

Problem  5.     Effect  of  good  health  upon  us. 

1.  How  rapidly  a  child  should  grow  in  height.  2.  How 
rapidly  a  child  should  grow  in  weight.  3.  Do  health  and 
promotion  have  anything  to  do  with  each  other?  4.  Why 
Johnny  was  not  promoted.     (Story.) 

Problem  6.     Different  factors  that  affect  health. 

1.  What  recreations  do  you  enjoy  most?  2.  What  are 
the  recreations  of  your  family?  3.  What  habits  help  health? 
(A  few  of  many  may  be  chosen  for  discussion  for  each  pupil.) 
4.  Why  muscles  are  sometimes  flabby.  5.  How  much 
water  do  we  need  to  drink  each  day?  6.  What  do  we 
mean  by  keeping  the  skin  alive?  7.  Why  should  we  breathe 
through  the  nose?  8.  Why  is  a  vacuum  cleaner  better 
than  a  broom?  9.  The  boy  who  was  too  sleepy  to  bathe 
and  what  happened  to  him.  (Story.)  10.  The  girl  who 
gave  time  to  comfort  and  not  to  health.  (Story.)  11.  How 
correct  habits  of  study  may  help  a  pupil's  health.  12.  How 
our  teachers  help  us  to  be  healthy.  13.  How  our  parents 
help  us  to  be  healthy.  14.  How  our  mothers  and  teachers 
can  help  each  other  to  make  the  children  stronger. 

Problem  7.     How  children  can  promote  health  of  others. 

1.  What  fifth  graders  can  do  in  the  other  grades  for 
health.  2.  What  sixth  graders  can  do  in  the  other  grades 
for  health.  3.  What  we  can  do  if  our  alley  is  not  kept 
clean.  4.  What  are  some  good  subjects  for  health  plays? 
Can  we  give  plays  to  the  other  rooms?  5.  How  to  take 
care  of  the  baby.  (A  great  many  subjects  will  grow  out 
of  this,  such  as  holding  and  carrying  the  baby  properly, 
feeding  the  baby,  keeping  the  baby  clean.) 

Problem  8.     Health  and  food. 

1.  What  kinds  of  food  we  should  eat.  (This  will 
bring  out  the  subject  of  balanced  diet.     Home  economics 


116  EDUCATION   IN   HEALTH 

and  English  teachers  may  cooperate  here  to  advantage.) 
2.  How  I  learned  to  like  tomatoes.  3.  What  is  a  one-sided 
diet?  4.  Too  much  food.  5.  Too  little  food.  6.  Why  we 
are  sometimes  hungry  when  we  have  had  enough  to  eat. 
7.  Food  and  thinking.  8.  Why  we  should  chew  our  food 
well.     9.  Why  I  stopped  drinking  coffee. 

Problem  9.     Work  of  the  health  department. 

1.  What  a  health  department  is.  2.  What  the  health 
department  does  for  us.  3.  What  we  can  do  for  the  health 
department.  4.  What  the  health  department  did  at  our 
house. 

Problems  About  Which  Subjects  for  the  Seventh  and 
Eighth  Grades  are  Grouped — 1.  The  value  of  health 
to  the  individual  and  the  community.  2.  Work  and 
health.  3.  Fatigue  and  health.  4.  Climate  and 
health.  5.  Surroundings  and  health.  6.  Govern- 
ment and  health.  7.  Relation  of  civilization  and 
care  of  health.  8.  What  can  pupils  of  the  seventh 
and  eighth  grades  do  for  health? 

Problem  1.  The  value  of  health  to  the  individual  and 
the  community. 

1.  Show  that  the  money  value  of  health  is  not  the  most 
important  value.  2.  WThy  are  healthy  children  easier  to 
teach  than  sickly  children?  3.  How  may  the  health  of 
children  be  an  asset  or  a  liability?  (There  are  other  assets 
and  liabilities  than  those  relating  to  money.)  4.  Compare 
cost  of  playgrounds  and  hospitals.  5.  Compare  cost  of 
playgrounds  and  reform  schools.  6.  How  does  keeping 
children  well  save  money  for  the  city?  7.  How  much  is 
a  person's  health  worth  in  money?  8.  Can  one  be  a  good 
citizen  if  he  neglects  his  health?     9.  The  health  of  a  nation 


HEALTH   TEACHING   AND   LANGUAGE  117 

is  more  important  than  a  big  army.  10.  The  health  of  a 
nation  is  more  important  than  a  big  navy.  11.  The  health 
of  a  nation  is  more  important  than  great  wealth. 

Problem  2.     Work  and  health. 

1.  Why  should  we  work  when  we  work  and  play  when  we 
play?  2.  What  is  dawdling?  (Give  some  examples.)  3.  What 
happened  to  me  when  I  dawdled.  4.  What  is  meant  by 
relaxing?  5.  Is  there  any  relation  between  home  study 
and  health?  6.  Effect  of  early  employment  on  health 
of  children.  7.  Factories  and  health.  8.  What  occupa- 
tions  assist   health?     9.  What    occupations    injure  health? 

10.  What  can  be  done  to  render  some  occupations  (be 
specific)  less  unhealthy?  11.  Why  some  persons  who  have 
dangerous  occupations  cannot  give  them  up. 

Problem  3.     Fatigue  and  health. 

1.  What  is  fatigue?  2.  When  is  fatigue  not  a  dangerous 
sign?  3.  How  long  one  should  be  able  to  study  without 
fatigue.  4.  How  one  may  become  fatigued  in  school. 
5.  What  I  do  when  I  feel  tired.  6.  Why  we  should  have  a 
teacher's  room  at  our  school.  7.  What  the  health  of  the 
teacher  means  to  the  pupils.  8.  What  the  health  of  the 
pupils  means  to  the  teacher.  9.  How  teachers  and  pupils 
may  help  each  other  as  to  health.  10.  What  too  large 
classes  do  for  teachers  and  pupils  as  to  fatigue  and  health. 

11.  How  may  an  ounce  of  prevention  be  worth  a  pound 
of  cure  as  to  health?  12.  Tell  a  story  of  an  ounce  of  pre- 
vention. 13.  Freedom  in  the  schoolroom  and  effect  upon 
health.  14.  How  going  to  the  picture  show  very  often 
may  injure  health. 

Problem  4-     Climate  and  health. 

1.  Influence  of  climate  on  health.  2.  Extra  care  as  to 
health   to  be  taken   on   account   of  climate.     3.  Compare 


118  EDUCATION   IN   HEALTH 

health  at  the  tropics  and  at  the  poles.  4.  Why  the  tem- 
perate zone  is  most  healthful.  5.  Dangers  we  must  avoid 
in  winter.     6.  Dangers  we  must  avoid  in  summer. 

Problem  5.     Surroundings  and  health. 

1.  Reasons  for  keeping  our  homes  clean.  2.  Reasons 
for  keeping  our  school  clean.  3.  Reasons  for  keeping  our 
town  clean.  (These  subjects  should  be  discussed  much 
more  intensively  than  in  the  lower  grades.)  4.  What  our 
newspapers  can  do  in  helping  to  keep  the  town  clean. 
5.  Drinking  fountains  instead  of  drinking  cups.  6.  What 
are  the  best  methods  of  ventilating  homes?  7.  What  are 
the  best  methods  of  heating  homes?  8.  Why  it  is  good 
to  sleep  out  of  doors.  9.  In  what  ways  were  the  Indians 
more  fortunate  than  we?  10.  How  a  thickly  settled  com- 
munity threatens  health.  11.  How  a  thickly  settled  com- 
munity may  benefit  health.  12.  Dangers  that  threaten 
health  in  the  country.  13.  Dangers  that  threaten  health 
in  the  city.  14.  Compare  congested  parts  of  the  city 
with  other  parts  as  to  places  to  play.  (Map.)  15.  Com- 
pare number  of  people  to  block  in  crowded  part  of  city 
and  in  other  parts  as  to  infant  mortality,  truancy,  etc. 

Problem  6.     Government  and  health. 

1.  Compare  the  city  and  the  country  as  to  a  health 
department.  2.  What  do  we  mean  by  health  supervision 
in  the  schools?  3.  Why  should  every  child  be  examined 
when  he  enters  school?  4.  WThat  does  the  city  govern- 
ment do  for  us  in  the  way  of  health?  5.  What  is  quar- 
antine and  how  it  protects  us.  6.  Our  duty  in  case  of 
quarantine.  7.  Vaccination.  8.  Laws  in  your  city  or 
town  concerning  smallpox.  9.  What  the  city  does  to  pro- 
tect health.  (Discuss  sewers  and  sewage.  Compare  other 
cities  with  your  own.     Discuss  drinking  water  and  man- 


HEALTH  TEACHING  AND  LANGUAGE  119 

ner  of  providing  and  purifying.  Make  a  map  of  the  city, 
showing  reservoirs,  etc.  Two  or  three  valuable  units  of 
composition,  oral  and  written,  can  be  furnished  by  this 
subject.)  10.  Discuss  street  cleaning  department  of  city, 
including  inspection.      11.  Tenement  houses  in  your  city. 

12.  What   should   be    done   about   our   tenement   houses? 

13.  Compare  them  with  tenement  houses  in  other  cities. 

14.  Model  tenement  houses.  15.  Management  of  the 
city  playgrounds.  16.  Disposal  of  garbage  in  your  town 
or  city.  17.  Disposal  of  garbage  in  other  cities.  18.  The 
United  States  and  the  Panama  Canal  (Gorgas  and  his 
work).  19.  France  and  the  Panama  Canal.  20.  Work 
on  yellow  fever,  typhoid  fever,  and  malaria. 

Problem  7.     Relation  of  civilization  and  care  of  health. 

1.  Laws  of  health  in  early  times.  2.  Compare  treat- 
ment of  epidemics  now  and  in  early  times.  3.  Black  death 
in  England  in  the  17th  century.  4.  Treatment  of  lepers 
in  Bible  times.  5.  Treatment  of  lepers  in  the  Middle 
Ages.  6.  Treatment  of  lepers  now.  7.  History  of  the 
tooth  brush.  9.  How  we  can  keep  the  helps  to  health 
civilization  has  brought  us  and  avoid  the  dangers  it  has 
brought.    (This  should  be  broken  up  into  specific  subjects.) 

Problem  8.  What  can  pupils  of  the  seventh  and  eighth 
grades  do  for  health? 

1.  What  habits  of  health  ought  to  be  fixed  by  the  pupil 
who  reaches  the  seventh  grade?  The  eighth  grade? 
2.  What  can  seventh  and  eighth  grade  pupils  do  for  the 
lower  rooms  as  to  health?  (Through  plays,  four-minute 
speeches,  rhymes,  riddles,  stories,  etc.)  3.  Can  pupils  in 
these  grades  plan  a  health  campaign?  4.  What  can  pupils 
in  these  grades  do  for  health  in  the  home?  5,  In  the  school? 
6.  In  the  community?     7.  In  the  city? 


120  EDUCATION   IN   HEALTH 

Subjects  Especially  Suited  to  Composition  Units  —  1.  The 
skeleton;  its  formation,  its  uses,  how  we  may  abuse  it. 

2.  The  muscles;  their  uses,  their  treatment,  their  food, 
their  growth,  their  power. 

3.  Tobacco;  the  extent  of,  and  the  cost  of,  its  use,  the 
benefits  derived  from  it,  its  effect  upon  growing  children, 
laws  concerning  its  manufacture,  laws  likely  to  be  passed 
in  the  future. 

4.  Liquor;  its  use,  abolition  of  its  manufacture  in  this 
country,  history  of  that  abolition,  its  abolition  in  other 
countries,  its  cost,  its  effect  on  mind  and  body. 

5.  Comparison  between  old  schools  and  new  as  to  health 
requirements,   buildings,   and   pupil,   etc. 

6.  Opium;  its  growth,  its  use,  its  abuse,  the  growth  of 
the  opium  trade,  its  effect  upon  China,  drug  laws  in  this 
country,  reason  for  them  and  their  effect. 

7.  Children  in  industry;  kind  of  work  they  can  do  with- 
out injury  to  themselves;  wages;   etc. 

8.  Mothers  in  industry;  numbers,  kind  of  work,  effect 
upon  family  life. 

9.  Child  labor  laws;  reasons  for,  effect,  factory  system 
in  South. 

10.  Compulsory  education  laws;  reasons  for,  effect 
upon  health  of  children,  reasons  for  children  remaining 
in  school. 

11.  A  national  health  department  with  a  cabinet  member 
at  its  head. 

12.  What  life  insurance  companies  have  done  for  health. 

13.  The  Life  Extension  Institute;  what  it  is,  what  it 
tries  to  do. 

Language  Work  Based  on  Magazines  and  Papers  — 
1.  Take  any  magazine  and  look  through  the  adver- 


HEALTH  TEACHING  AND  LANGUAGE  121 

tisements.  Select  all  that  refer  in  any  way  to  health. 
Count  them.  Decide  which  ones  advertise  something 
valuable,  something  harmful,  something  useless. 
(This  exercise  may  cover  many  magazines,  each 
member  of  the  class  taking  a  different  magazine. 
The  subject  may  be  divided  by  having  some  mem- 
bers select  useful  articles;  others  useless,  others  harm- 
ful.) 

2.  Have  class  discuss  publicity  in  promoting  health 
in  school.  For  basis  of  a  discussion  or  a  summing 
up,  see  American  City,  August,  1920,  pp.  170-4. 

3.  Discuss  rats  as  carriers  of  disease;  the  fight 
being  made  against  them  with  regard  to  bubonic 
plague  and  other  diseases.  For  some  information 
on  subject,  see  F.  G.  Egbert's  article,  American  City, 
August,  1920,  pp.  146-7. 

4.  Value  of  municipal  dairy  inspection.  See  article 
by  V.  Craster,  American  City,  August,  1920,  pp. 
172-5. 

5.  Vigilance  for  health  of  school  children.  See 
article  concerning  Houston,  Texas,  in  American  City, 
August,  1920,  pp.  213-14. 

6.  What  Uncle  Sam  is  doing  for  mothers  and 
babies,  Red  Cross  Magazine,  May,  1920,  pp.  7-10  and 
70.     (Sheppard-Towner  Bill.) 

7.  How  we  can  use  newspapers  to  improve  health 
and  for  health  teaching.  See  article  by  B.  L.  Carlton, 
M.  D.,  American  City,  July,  1920,  pp.  5G-7. 


Chapter  V 

EDUCATION   IN   HEALTH   IN   READING 

By  Genevieve  Apgar,  A.M. 

Interest  and  information  are  reciprocal;  interest 
leads  to  the  acquiring  of  information,  and  added 
information  brings  added  interest.  Add  to  these 
the  stimulative  power  of  the  emotions,  as  found  in 
wholesome  admiration  of  an  ideal,  and  there  are 
present  the  fundamental  factors  for  setting  up  a  point  of 
view  or  developing  an  attitude.1  Interest  in  the  health 
of  the  individual  or  of  the  community  may  be  aroused, 
information  may  be  obtained,  ideals  may  be  pre- 
sented through  the  ever-present,  basic  subject  in 
the  elementary  curriculum  —  reading.  Moreover, 
health  education  may  be  given  through  that  phase 
of  reading  to  which  the  schools  are  at  present  giving 
a  deservedly  greater  attention  —  silent  reading. 
Reading  for  comprehension  of  the  whole,  or  for  selec- 
tion of  main  facts,  or  for  selection  of  particular  facts 
bearing  upon  the  solution  of  a  given  problem  may 
well  have  for  its  content  information  about  health, — 
its  value  for  the  individual  and  for  the  community, 
how  it  is  secured,  and  how  it  is  preserved.  Facts  of 
health  and  interesting  matter  regarding  health-heroes 
may  form  the  content  of  occasional  oral  reading. 

The  plans  here  suggested  assume  that  books  con- 
taining suitable  material  may  be  provided  for  the 

'See  Chapter  I,  page  1. 

122 


EDUCATION   IN   HEALTH   IN   READING  123 

children  in  the  class  room  either  through  supplemen- 
tary books  owned  by  the  school,  or  through  a  loan 
collection  from  the  public  library.  The  books  listed 
in  this  chapter  are  merely  suggestive  of  what  may 
be  used.  Each  teacher,  if  she  carefully  examines 
the  resources  open  to  her,  will  be  able  to  make  an 
adequate  list  of  books  and  articles  and  add  to  it  from 
time  to  time.  The  teacher  should  encourage  pupils 
to  report  to  the  class  everything  they  find  in  their 
general  reading  —  book,  story,  article  —  that  is  of 
interest  in  connection  with  community  health,  and 
with  individual  physical  fitness  for  living. 

Health  Clippings  — •  Have  th(T  children  bring  to 
class  articles,  short  or  long,  clipped  from  newspapers 
and  magazines,  to  read  to  the  class.  The  clippings 
will  deal  with  sanitation,  the  water  supply,  prevail- 
ing disease,  etc.,  in  the  home  town,  the  state,  or  the 
nation.  The  oral  reading  should  be  accompanied 
by  a  statement  of  where  the  clipping  was  found  and 
why  it  was  chosen.  If  the  class  judges  the  clipping 
worthy  of  preservation,  it  should  be  put  in  the  hands 
of  a  committee  appointed  to  care  for  it.  The  com- 
mittee may  compile  a  scrapbook,  or  better  than  that, 
a  portfolio.  In  the  latter  case,  they  will  paste  the 
clippings  on  pieces  of  pasteboard  of  uniform  size,  to 
be  kept  in  a  case  that  may  be  made  in  the  art  work. 
These  individual  pasteboard  forms  are  more  easily 
handled  for  future  reading  than  is  a  scrapbook. 

This  work  furnishes  the  child  a  real  motive  for  oral 
reading  since  he  is  presenting  to  his  classmates  some- 


124  EDUCATION   IN   HEALTH 

thing  of  his  own  selection  with  which  they  are  not 
already  acquainted,  and  which  has  content  of  real 
value.  Moreover,  the  work  furnishes  training  in 
going  through  papers  and  magazines  for  matter  of 
significance  on  topics  of  public  interest. 

Health  Knowledge  —  Questions  to  be  answered  from 
reading  may  be  set  by  the  teacher.  Finding  the 
answers  calls  for  comprehension  of  what  is  read,  and 
for  ability  to  select  the  facts  that  definitely  answer 
the  questions.  The  questions  should  be  written  upon 
the  board,  and  the  books,  or  magazines,  to  be  used 
in  finding  the  answers  should  be  both  listed  and  sup- 
plied for  the  children.  The  chapters  containing  the 
answers  may  be  indicated  at  the  judgment  of  the 
teacher,  but  the  exact  page  should  not  be  given,  as 
a  rule,  for  part  of  the  value  of  the  work  lies  in  the 
exercise  of  the  judgment  in  selecting  from  abundant 
material  the  facts  desired.  Instead  of  a  question,  a 
direction  such  as  the  following  may  be  profitably 
used:  Find  three  facts  regarding  the  relation  of  sleep 
to  health.  Find  two  ways  in  which  Pasteur  benefited 
society. 

Health  Stories  —  Stories  showing  that  physical  fit- 
ness is  necessary  for  achievement.  The  children 
may  read  in  their  study  time  stories  of  strong,  brave 
men  and  women  —  stories  of  achievement.  The 
children's  aim  should  be  (1)  to  read  as  many  stories 
as  possible,  (2)  to  note  (a)  the  character  of  the  hero 
in  each,  (b)  the  character  of  his  achievement,  and 
(3)  to  consider  what  physical  preparation  made  the 


EDUCATION   IN   HEALTH   IN   READING  125 

achievement  possible, —  to  consider  the  relation  of 
health  to  strength  and  endurance.  The  children's 
notes  should  be  made  somewhat  as  follows:  1.  Name 
of  story:  How  the  Medal  Was  Won;  2.  Hero:  John 
Brown,  a  college  student;  3.  Achievement:  the  rescue 
of  a  child  from  drowning;  4.  Physical  Preparation: 
strong  lungs,  skill  in  swimming.  Besides  the  evi- 
dent directing  of  the  children's  thoughts  to  physical 
fitness,  the  first  two  aims  given  above  should  lead 
to  habits  of  rapid  silent  reading,  since  each  child  will 
be  stimulated  to  read  as  many  stories  as  possible; 
and  to  a  power  of  selecting  essential  points  in  a  story. 

Another  way  of  handling  these  stories  is  to  assign 
a  different  story  to  each  one  of  a  group  for  the  pur- 
pose of  oral  reproduction  before  the  class.  The 
reproduction  must  be  kept  brief  by  leading  the  chil- 
dren to  give  only  the  essentials  of  the  story, —  a  clear, 
brief  statement  of  what  the  hero  did.  This  should 
be  followed  by  a  clear,  pertinent  statement  of  what 
is  required  by  way  of  physical  condition  for  the  per- 
formance of  such  an  act.  Still  another  method  is 
to  allow  the  child  to  select  from  a  story  a  particularly 
interesting  part,  or  parts,  for  a  two  minute  oral  read- 
ing before  his  class. 

Health  Heroes  —  Biography  makes  a  strong  appeal 
to  children.  Children  are  interested  in  men  who 
do  things.  Motivation  is,  then,  easily  supplied  for 
reading  about  a  man  who  through  painstaking 
endeavor  makes  healthy  living  possible  in  Panama; 
about  a  man  who  by  his  knowledge  of  science  relieves 


126 


EDUCATION   IN   HEALTH 


human  suffering;  about  a  man  who  by  self-sacrifice 
founds  a  home  where  sufferers  from  diseases  of  the 
lungs  may  be  relieved  or  cured;  about  a  woman  who 
demonstrates  that  cleanliness  will  bring  comfort, 
relief,  and  safety  to  a  war  hospital;  about  a  man  who 
brings  about  the  cleaning  of  the  streets  of  a  large 
city;  about  a  man  who,  though  beset  by  disease, 
courageously  works,  and  wins  for  himself  a  niche  in 
the  hall  of  literary  fame.  A  suggestive  list  of  health 
heroes  is  given  below. 


Gorgas,  Gen.  W.  C. 
Grenfell,  Dr.  Wilfred  T. 
Lister,  Joseph 
Nightingale,  Florence 
Pasteur,  Louis 
Roosevelt,  Theodore 

Stevenson,  Robert  Louis 
Strong,  Dr.  Richard  Pearson 

Trudeau,  Edward  Livinston 
Waring,  George  Edward 

Jenner,  Louis 
Reed,  Major  Walter 

Topics  on  which  material  is  to  be  gathered  from  the 
books  supplied  should  be  adapted  to  the  age  of  the 
pupils.     Such  topics  as  the  following  may  be  used: 

1.  Nationality. 

2.  Birth:  place  and  time. 


Hero  of  Panama. 
Hero  of  Labrador. 
Hero  of  safe  surgery. 
Heroine  of  Crimean  War. 
Hero  of  disease  prevention. 
Hero    of   vigorous   life    after 

sickly  childhood. 
Hero  of  courageous  living. 
Hero  of  America's  relief  work 

in  the  World  War. 
Hero  of  Saranac,  N.  Y. 
Hero  of  New  York's  sanitary 

work. 


EDUCATION   IN   HEALTH   IN   READING  127 

3.  Home. 

4.  Preparation  for  his  work. 

5.  Achievement. 

a.  What  it  was. 

b.  What  it  meant  to  the  world. 

c.  What  it  cost  him. 

6.  Anecdotes  about  him. 

7.  How  the  present  generation  can  show  its  gratitude. 

The  best  results  are  obtained  by  grouping  the  chil- 
dren in  committees,  three  or  four  in  a  group,  and 
assigning  to  each  committee  a  topic,  or  division  of 
the  hero's  life.  Objective  material  should  be  used 
as  much  as  possible  by  the  children  when  they  report 
to  the  class  the  results  of  their  reading.  A  picture 
of  the  hero  should  always  be  used.  This  may  be 
cut  from  a  magazine  or  newspaper,  or  obtained  from 
public  libraries,  which  generally  have  portraits 
mounted  on  cards  for  circulation. 

Program  Making  —  Initiative,  as  well  as  a  sense 
of.  responsibility,  may  be  developed  in  7th,  8th,  and 
9th  grade  children  by  setting  them  at  work  to  make 
out  a  program  to  be  presented  to  their  class  or  to 
two  or  three  rooms  at  a  joint  assembly.  A  health 
hero,  like  Pasteur,  may  be  the  general  subject,  pre- 
sented under  the  program  heading,  "What  We  Owe 
to  Pasteur."  A  general  topic,  like  three  essentials 
for  individual  health  —  fresh  air,  proper  food,  sleep, 
for  instance, —  may  be  presented  under  the  program 
heading,  " Wonder  Workers."  A  general  topic,  like 
health  ideals  —  standard  weight,  chest  girth,  muscular 


128  EDUCATION   IN   HEALTH 

power,  endurance,  etc., —  may  be  presented  under 
the  program  heading,  "A  New  Type  of  Ameri- 
can." 

The  work  consists  in  deciding  upon  the  hero,  or 
the  three  essentials,  or  the  ideals;  finding  interesting 
material  to  be  read  aloud  by  good  readers;  and 
arranging  the  numbers  on  the  program  in  appropriate 
order.  Tableaux  and  dramatization  may  enter  into 
the  program.  The  teacher's  part  consists  in  provid- 
ing books  for  the  children's  use,  arousing  the  chil- 
dren's interest,  being  friendly  counselor  at  each  step 
of  the  way,  and  placing  the  stamp  of  approval  upon 
the  program  before  it  is  presented. 

Health  Maxims  —  The  following  maxims,  and 
others  like  them,  may  be  written  upon  the  board, 
and  be  used  for  five  or  ten  minute  exercises:  (1)  in 
clear  oral  interpretation,  (2)  in  accurate  articulation, 
and  (3)  in  the  cultivation  of  a  bright,  lively  tone. 

1.  Happiness  comes  from  health,   not  from  money. 

2.  Nine-tenths  of  the  "blues"  come  from  a  bad  liver 
and  lack  of  exercise. 

3.  Your  nose,  not  your  mouth,  was  given  you  to  breathe 
through. 

4.  Shoes  that  do  not  fit  cost  much  in  the  long  run. 

5.  Keep  the  body  clean  by  sun,  air,  and  water  bathing. 

6.  Get  plenty  of  sleep. 

7.  Cultivate  a  cheerful  and  peaceful  frame  of  mind, 
and  learn  to  control  enervating  emotions,  such  as  worry, 
fear,  discontent,  and  anger. 

8.  Eat  moderately  of  substantial  foods. 


EDUCATION   IN   HEALTH   IN   READING  129 

9.  Drink  water  freely. 

10.  Wholesome  exercise  out  of  doors  is  better  than 
drugs  to  cure  sleeplessness. 

11.  Be  fair  to  yourself  in  standing,  sitting,  rising,  walk- 
ing, breathing,  resting. 

12.  Self-respect  tends  to  brace  a  man's  shoulders  and 
straighten  his  spine. 

13.  Don't  worry.     "Seek  peace  and  pursue  it." 

14.  Don't  hurry.  "Too  swift  arrives  as  tardily  as  too 
slow." 

15.  Sleep  and  rest  abundantly.  "The  best  physicians 
are  Dr.  Diet,  Dr.  Quiet,  and  Dr.  Merry  Man." 

16.  Spend  less  nervous  energy  each  day  than  you  make. 
"Work  like  a  man,  but  don't  be  worked  to  death." 

17.  Be  cheerful.     "A  light  heart  lives  long." 

18.  Avoid  passion  and  excitement. 

19.  Associate  with  healthy  people.  "Health  is  con- 
tagious as  well  as  disease." 

Health  Proverbs  and  Quotations  — - 1 .  Health  is  better 
than  wealth. 

2.  I  would  rather  be  healthy  than  rich.  (From  the 
Latin.) 

3.  He  who  has  health  is  rich  and  does  not  know  it. 
(From  the  Italian.) 

4.  Health  and  intellect  are  the  two  blessings  of  life. 
Menander. 

5.  In  nothing  do  men  more  nearly  approach  the  gods 
than  in  giving  health  to  men.     Cicero. 

6.  Look  to  your  health,  and,  if  you  have  it,  praise 
God  and  value  it  next  to  a  good  conscience;  for  health  is 
the  second  blessing  that  we  mortals  are  capable  of, —  a 
blessing  that  money  cannot  buy.     Isaac  Walton. 


130  EDUCATION   IN   HEALTH 

7.  Good  health  and  good  sense  are  two  of  life's  great- 
est  blessings. 

8.  Rich  in  heaven's  best  treasures,  peace  and  health. 
Thomas  Gray. 

9.  "Reason's  whole  pleasure,   all  the  joys  of  sense, 

Lie  in  three  words, — health,  peace,  and  competence." 

Alexander  Pope. 

10.  "Health  is  the  vital  principle  of  bliss, 

And  exercise  of  health."  James  Thomson. 

11.  "Better  to  hunt  in  fields  for  health  unbought 

Than  fee  the  doctor  for  a  nauseous  draught. 
The  wise  for  cure  on  exercise  depend; 
God  never  made  his  work  for  man  to  mend." 

John  Dryden. 

12.  "O  sleep,  O  gentle  sleep,  Nature's  soft  nurse." 
William  Shakespeare. 

13.  "Sleep,  sore  labor's  bath, 
Balm  of  hurt  minds,  great  nature's  second  course, 
Chief  nburisher  in  life's  feast." 

William  Shakespeare. 

14.  "Get  health.  No  labor,  pains,  nor  exercise  that 
can  gain  it  must  be  grudged."     R.   W.   Emerson. 

15.  "To  train  the  mind  and  neglect  the  body  is  to  pro- 
duce a  cripple."     Plato. 

16.  "A  vigorous  health  and  its  accompanying  high 
spirits  are  larger  elements  of  happiness  than  any  other 
things  whatsoever."     Herbert  Spencer. 

17.  "To  cure  was  the  voice  of  the  past;  to  prevent  is 
the   divine  whisper  of  today."     Kate   Douglas  Wiggin. 

18.  "In  any  man  or  woman,  a  clear,  strong,  well-fibred 
body  is  more  beautiful  than  the  most  beautiful  face." 
WTalt  Whitman. 


EDUCATION    IN   HEALTH   IN    READING  131 

19.  "For  the  long  breath,  the  deep  breath,  the  breath 

of  the  heart  without  care  — 
I  will  give  thanks  and  adore  thee,  God  of  the  open 
air."  Henry  Van   Dyke. 

20.  "He   lives  most   life   whoever    breathes    most    air." 

Elizabeth  Barrett  Browning. 

21.  "All  means  that  conduce  to  health  can  neither  be 
too  painful  nor  too  dear  to  me."     Montaigne. 

22.  "The  best  cough  syrup  ever  prescribed  for  weak 
lungs  is  a  ten  minutes'  practice  of  deep  breathing." 

George  L.  Beardsley. 

Plan  for  Reading  Lesson  —  Story  of  the  Red  Cross. 
(In  pamphlet  form — Nov.  1917.)  (To  be  studied  in 
December.) 

Teacher's  aim.  To  lead  pupils  to  appreciate  the  health 
work  of  the  Red  Cross,  and  to  arouse  in  them  a  desire  to 
help   in   this   great   work. 

Pupil's  aim:  To  gain  information  concerning  the  growth 
and  work  of  the  Red  Cross. 

I.  (Previous  day)  Assignment  of  next  day's  lesson:  Have 
posted  in  the  class  room  the  circular  announcing  the  sale 
of  Christmas  seals.  Have  some  pupil  read  it  aloud.  Awaken 
interest  in  the  article  to  be  read  by  some  such  questions 
as  the  following:  Why  does  the  Red  Cross  want  you  to  buy 
seals?  What  other  uses  does  it  make  of  its  money?  How 
long  has  the  society  been  doing  this  work?  Would  you 
like  to  know?  What  else  would  you  like  to  know  about 
this  society?  (After  questions  are  suggested  by  the  class, 
the  pertinent  ones  should  be  selected,  organized,  and  listed 
on  the  board.  The  teacher  should  add  any  the  pupils 
fail  to  ask.     She  should  then  hand  the  pamphlets  to  the 


132  EDUCATION   IN   HEALTH 

pupils,  telling  them  that  the  answers  to  most  of  their  ques- 
tions may  be  found  therein.  In  order  to  save  a  useless 
expenditure  of  time  and  energy,  the  teacher  should  point 
out  to  the  class  the  questions  that  are  not  answered  in 
the  article.) 

Questions  like  the  following  may  be  listed:  When  was 
the  first  Red  Cross  Society  organized?  Whose  idea  was 
it?  Tell  how  the  idea  originated.  When  did  America  feel 
the  need  for  such  a  society?  When  was  the  American  Red 
Cross  established?  Through  whose  efforts  mainly?  Give 
three  specific  instances  where  the  Red  Cross  gave  material 
aid  in  times  of  peace.  Tell  three  things  the  organization 
is  doing  to  promote  health.  Give  two  means  by  which 
the  Red  Cross  secures  funds  to  carry  on  this  work. 

II.  Pupil's  Preparation:  Pupils  read  the  selection 
silently  for  the  information  desired. 

777.  Recitation:  The  lesson  should  be  devoted  to  an 
oral  report  and  discussion  of  the  above.  (This  lesson  may 
be  followed  in  the  civics  class  by  one  on  state  or  city  laws 
made  to  promote  health.) 

Primary  Grades  —  In  a  primary  room  the  studies 
are  so  closely  related  that  the  subjects  considered 
in  the  morning  talks  and  the  various  other  experiences 
of  the  group  are  also  the  topics  for  the  reading  les- 
sons. The  health  talks  have  therefore  furnished  the 
subject  matter  for  some  of  the  reading.  Because  of 
this  correlation,  it  is  necessary  to  include  the  other 
studies  in  the  following  discussion  of  reading. 

Frequently  the  first  conversations  are  about 
"Mother's  Work"  and  her  efforts  to  keep  the  chil- 
dren healthy  and  their  home  and  clothes  clean.     After 


EDUCATION   IN   HEALTH   IN    READING  133 

the  talk  some  children  play  in  pantomime  the  things 
mother  does,  while  the  others  guess  what  was  acted. 
These  things,  together  with  their  interpretation 
through  drawing,  were  the  foundation  upon  which 
the  reading  was  built. 

Many  of  the  suggestions  seem  to  be  mere  repeti- 
tions, but  a  different  thought  was  in  mind  in  each. 
For  instance,  similar  preparations  are  necessary  when 
going  to  bed  and  getting  up.  This  repetition,  because 
the  thought  required  it,  gave  the  drill  needed  to  fix 
the  vocabulary  and  was  also  depended  on  to  help 
impress  the  health  ideas. 

Such  words  as  wash,  iron,  sweep,  dust,  mend,  etc., 
were  written  on  the  board  and  used  for  action  games. 
Later  various  commands  were  written,  which  were 
read  silently  and  played  in  the  same  way.  One  of 
the  lessons  was:  Play  mother,  wash  the  clothes,  you 
may  iron  the  clothes,  you  may  mend  the  clothes, 
put   the   clothes   away. 

Motivated  Work  —  After  the  children  were  weighed 
and  measured,  they  were  anxious  to  bring  their  weight 
up  to  the  standard.  While  devising  ways  to  do  this, 
they  discovered  the  necessity  for  eating  good  food, 
playing  outside,  sleeping  with  the  windows  open,  and 
wearing  proper  clothing.  The  fact  that  some  foods 
are  more  healthful  than  others  started  the  children 
to  look  for  pictures  of  good  foods.  The  names  were 
attached,  and  the  pictures  arranged  on  a  chart  to  show 
what  would  be  good  to  eat  for  breakfast,  dinner,  and 
supper.     Each   time   the   thoughts   developed   in   the 


134  EDUCATION   IN   HEALTH 

talk  were  read  in  the  lesson  which  followed.  At  one 
time  the  lesson  was:  Come  to  breakfast;  eat  fruit; 
eat  an  egg;  eat  good  bread  and  butter,  and  drink 
milk. 

Most  of  the  lessons  reported  here  were  read  silently 
and  then  played  as  action  games.  The  following  is 
another  of  the  reading  lessons  that  were  based  on  the 
information  gathered  from  the  talks  and  charts: 
Getting  Ready  for  Bed.  Wash  your  hands  and  face; 
you  may  clean  your  finger  nails;  get  your  tooth  brush; 
wash  your  teeth;  get  undressed;  put  on  your  night 
clothes;  put  up  the  window;  put  out  the  light;  and 
get  in  bed. 

Topics  for  Reading  —  Some  of  the  other  topics  used 
for  reading  are:  Getting  dressed;  taking  a  bath;  get- 
ting ready  to  eat;  and  getting  ready  for  school. 
Sometimes  directions  for  seat  work  furnish  silent 
reading  material.  (1)  You  may  go  to  the  blackboard. 
Draw  something  good  for  breakfast.  (2)  Then  get 
a  little  sheet  of  paper.  Draw  fruit,  vegetables,  and 
eggs.  To  check  up  the  seat  work  the  class  had  done, 
the  sentences  were  read  aloud  to  see  if  they  had  been 
correctly  interpreted. 

At  times  the  request  for  pictures  to  be  used  for  new 
games  was  the  subject  matter  of  the  reading  lesson. 
Please  find  some  pictures  for  me.  I  want  a  picture 
of  a  hair  brush.  I  want  a  picture  of  a  comb.  I  have 
little  pictures  of  a  comb  and  brush.  I  want  big  ones. 
Find  a  big  picture  of  a  bath  tub.  Sketches  of  the 
articles  were  made  when  the  words  were  not  in  the 


EDUCATION   IN   HEALTH   IN   READING  135 

children's  written  vocabulary.  In  the  same  way 
pictures  of  other  things,  soap,  towels,  a  tooth  brush, 
warm  clothing,  blankets,  an  umbrella,  a  raincoat, 
children  playing  in  the  open  air,  etc.,  were  collected 
by  the  children  and  displayed  with  the  name  of  each 
article  under  its  picture. 

Here  is  a  suggestion  for  the  use  of  such  a  chart  in 
connection  with  a  reading  game.  Sentences  such  as 
the  following  were  written  on  the  board:  "I  will  brush 
your  teeth,"  "We  will  help  keep  you  warm,"  "Use 
this  at  night,"  "This  is  a  good  way  to  keep  well," 
"We  will  help  keep  you  dry. " 

As  each  sentence  was  read  silently  some  one 
found  the  picture  it  told  about.  Then  the  oral  read- 
ing of  the  sentence  proved  whether  the  correct  picture 
had  been  selected.  Sometimes  there  was  an  oppor- 
tunity for  a  choice  of  pictures.  The  sentences  were 
expressed  in  the  vocabulary  of  the  group  that  read 
them,  and  different  ones  used  each  time  the  game 
was  played. 

Another  way  this  health  material  was  used  was  in 
making  games  about  "Getting  Washed  and  Dressed 
for  School"  and  other  similar  topics.  The  words  were 
composed  by  the  children  to  fit  some  familiar  tune. 
The  verses  were  then  read  from  the  board  and  played 
by  the  group. 

Health  mottoes  written  on  the  board  or  displayed 
on  posters  are  often  read  or  copied  by  the  children 
in  "free  time"  and  soon  become  a  part  of  their  recog- 
nized   vocabulary.     These    have    been    used:    "Eat 


136  EDUCATION   IN   HEALTH 

good  food,"  "Play  outside,"  "Wash  your  ears," 
"Use  a  clean  handkerchief,"  "Take  a  bath,"  "Sleep 
with  the  windows  open,"  and  "Drink  milk." 

The  First  Grade  Plans  may  be  Adapted  to  the  Later 
Grades  —  The  following  reading  lesson  composed  in 
connection  with  a  project  carried  out  by  children 
ready  to  begin  the  second  year  of  school  was  read  from 
the  board : 

"We  built  a  city  with  cardboard  and  boxes  and  our 
toys. 

We  wanted  to  make  our  city  a  safe  place  to  live  in. 

We  built  it  so  that  the  people  would  keep  well. 

We  wanted  plenty  of  light  and  sunshine  in  the 
rooms,  so  we  built  the  houses  far  apart. 

The  wide  streets  helped  to  give  the  people  fresh  air. 

Every  day  the  toy  sprinkler  went  through  the 
streets  to  settle  the  dust  and  cool  the  air. 

We  made  a  park  so  that  the  children  and  big  people 
could  have  a  place  for  tennis  and  other  games. 

The  factories  were  built  down  near  the  river. 

The  houses  were  built  farther  out  in  order  that 
the  people  would  not  have  to  breathe  the  smoke. 

On  the  corners  we  placed  waste  cans  to  help  keep 
the  city  clean. 

We  played  with  our  city  many  times." 

This  lesson  was  one  of  a  series  of  script  lessons  which 
were  developed  in  connection  with  the  project.  They 
might  have  been  printed  and  read  again  in  that  form. 

In  the  second  and  third  grades  the  children  can 
read  some  of  the  more  simply  worded  health  sayings 


EDUCATION   IN   HEALTH   IN   READING  137 

found  with  the  pictures  they  get  to  illustrate  the 
health  talks.  Some  of  the  health  maxims  may  be 
distributed  to  the  class  for  a  reading  game.  When 
a  child  thinks  he  can  read  his  card,  he  may  be  chosen 
to  play  it  in  pantomime.  The  one  who  can  guess 
what  was  acted  must  read  the  saying  aloud  so  that 
the  class  can  judge  whether  the  player  interpreted 
the  maxim  correctly. 

Memory  verses  and  poems  the  children  can  read 
frequently  have  suggestions  of  ways  to  improve  health. 

Many  topics  for  third  grade  health  problems  may 
be  derived  from  a  study  of  Stevenson's  poems,  espe- 
cially the  ones  which  reveal  the  drawbacks  and  par- 
tially blighted  ambitions  of  his  own  short  invalid 
life:  "The  Land  of  Counterpane,"  "The  Lamplighter," 
"The  Land  of  Story  Books,"  "My  Bed  is  a  Boat," 
"The  Hayloft,"  and  "Farewell  to  the  Farm."  To 
develop  the  health  lessons  from  these  poems  such 
questions  as  the  following .  may  be  put  before  the 
children  for  reading  and  discussion:  1.  Why  did  he 
write  so  often  about  his  nurse?  Had  he  no  mother? 
2.  Why  are  the  games  he  mentions  frequently  played 
in  bed?  3.  Why  did  he  visit  his  grandmother's  farm? 
4.  Referring  to  the  poems,  "The  Hayloft"  and  "Fare- 
well to  the  Farm,"  what  kind  of  games  did  he  play 
while  on  the  farm?  5.  How  do  you  suppose  his  visits 
to  the  farm  affected  his  health? 

Many  selections  from  Longfellow's  "Hiawatha" 
demonstrate  the  health  and  strength  attained  from 
outdoor  life. 


Chapter  VI 

CIVICS   AND   EDUCATION   IN   HEALTH 

By  J.  Leslie  Purdom,  Ph.D. 

In  this  chapter  we  shall  endeavor  to  show  how 
instruction  in  civics  may  be  utilized  to  help  develop 
a  proper  health  consciousness,  but  before  attacking 
the  real  problem  it  seems  desirable  to  state  our  con- 
ception of  civics,  and  the  grades  in  which  we  think  it 
should  be  taught. 

In  the  preface  of  a  recent  elementary  civics  text- 
book we  read  the  following:  "Our  aim  has  been  to 
give  the  child  in  the  upper  grammar  grades  such  an 
understanding  of  his  relation  to  other  people  as  will 
make  him  a  good  citizen."  We  fully  agree  with  the 
aim  set  forth  in  this  statement,  but  we  are  of  the 
opinion  that  civic  instruction  should  not  be  reserved 
for  the  upper  grades,  even  though  that  seems  to  be 
where  it  is  generally  found.  Children  from  the 
average  homes  have  already  learned  much  relative 
to  proper  social  relations  before  they  enter  school; 
and  since  they  must  continue  to  live  with  human 
beings  throughout  life  and  must  necessarily  develop 
notions  about  human  relations,  there  is  every  reason 
why  instruction  in  regard  to  these  relations  should 
not  be  omitted  from  the  elementary  school  period. 
It  seems  to  us  advisable  to  have  such  instruction  in 
all  of  the  grades.  When  we  use  the  term  civics,  we 
shall  understand  it  to  mean  a  course  of  study  extend- 

138 


CIVICS   AND   EDUCATION   IN   HEALTH  139 

ing  throughout  the  grades,  dealing  with  social  situa- 
tions, institutions,  and  organizations. 

Though  we  think  of  all  human  relations,  even  those 
in  the  home,  as  being  included  in  civics,  in  this  chapter 
we  will  consider  only  those  which  have  a  bearing  on 
health.  The  aim  here  is  to  select  out  from  the  great 
body  of  civic  material  situations  that  have  a  health 
bearing. 

We  do  not  approve  of  an  attempt  to  teach  health 
as  we  would  teach  arithmetic,  history,  or  geography, 
yet  we  realize  that  desired  results  will  not  be  obtained 
through  the  regular  subjects  unless  teachers  are  con- 
scious of  the  fact  that  through  the  regular  subjects 
health  should  be  kept  before  the  children  constantly 
or  at  regular  intervals.  We  would  suggest  that  in 
the  civics  or  social  relations  classes  material  which 
has  a  health  significance  should  be  presented  regularly 
and  frequently  throughout  the  eight  grades. 

Civics  and  Health  Related  to  the  Home  —  In  the  first 
grade  the  civic-health  work  is  primarily  related  to 
the  child  and  the  home.  As  a  concrete  example  the 
neat  and  healthy  appearance  of  the  child  is  met  with 
approval  in  the  schoolroom.  Approval  awakens  an 
interest,  and  the  individual  begins  to  realize  the  im- 
portance of  his  relation  to  other  members  of  society. 
All  the  habits  that  are  required  in  the  make-up  of  a 
neat  and  healthy  appearance  are  developed  and 
encouraged. 

Other  topics  for  discussion  are  health  work  of  the 
mother   in   care   of   the   home   and   members    of    the 


140  EDUCATION   IN   HEALTH 

family,  health  work  of  the  father  in  putting  up  screens, 
care  of  furnace,  making  a  garden.  In  this  grade 
the  child  can  begin  to  see  the  importance  of  his  acti- 
vities in  the  home  and  in  the  class  room,  and  the 
instruction  should  be  related  to  them.  His  interest 
may  be  aroused  in  what  he  can  do  to  keep  himself 
and  other  members  of  the  home  and  his  class  in  good 
physical  condition. 

Practically  all  of  the  civic-health  work  in  this  grade 
should  be  carried  on  through  conversational  lessons, 
dramatizations,  illustration,  construction,  and  games. 
The  children  may,  for  example,  dramatize  the  health 
work  done  by  different  members  of  the  home  and 
different  members  of  the  class.  The  children  may 
plan  and  construct  a  model  home. 

Problem  of  Health  in  the  School  Considered  —  In 
the  second  grade  the  child's  experiences  of  the  pre- 
ceding year  are  utilized  and  enlarged  upon,  empha- 
sizing the  school,  and  in  addition,  some  relations  of 
the  immediate  community  should  be  introduced. 
The  schoolroom  may  be  used  as  a  model  in  which  all 
provisions  are  made  for  safeguarding  health,  such  as 
proper  heating,  proper  lighting,  washing  of  windows 
and  floors,  care  and  removal  of  rubbish,  care  of  the 
school  yard,  use  and  care  of  books  and  school  material. 
Furthermore,  in  this  grade  the  pupils  should  begin 
to  understand  that  the  student  committees  on  health, 
the  teachers,  and  the  janitors  are  making  a  contri- 
bution to  the  health  welfare  of  the  school,  and  oppor- 
tunities should  be  provided  for  the   children  to   co- 


CIVICS   AND   EDUCATION   IN   HEALTH  141 

operate  with  these  officials  in  the  prevention  of  acci- 
dents and  the  spread  of  disease. 

Another  topic  which  may  be  discussed  is,  "What 
can  be  done  to  secure  sanitary  conditions  in  the 
neighborhood?"  The  discussion  should  be  based 
upon  the  observation  of  the  children  going  to  and 
from  school.  If  the  teacher  will  have  the  children 
construct  a  model  community,  and  during  this  con- 
struction place  much  emphasis  upon  the  open  space 
around  the  homes  to  allow  for  plenty  of  sunlight 
and  fresh  air,  upon  shade  trees  and  ample  room  for 
play,  upon  the  care  of  ash  cans,  garbage  cans,  tin  cans, 
sheds,  and  outbuildings,  the  children  will  begin  to 
see  that  the  conditions  and  activities  of  one  family 
may  have  much  influence  on  the  health  and  welfare 
of  another  family. 

Community  Health  —  In  the  third  grade  home  and 
school  activities  should  still  be  kept  in  mind,  but 
much  attention  should  also  be  given  to  institutions 
in  the  community  which  have  a  bearing  on  the  com- 
munity health.  The  grocery  store,  butcher  shop, 
bakery,  dairy,  and  drug  store  should  be  studied  rather 
intensively.  The  teacher  may  take  the  class  to  all 
of  these  places,  and  after  the  visits  should  raise  such 
questions  as:  Why  is  it  important  to  keep  food  free 
from  dust  and  dirt?  Why  is  so  much  attention 
given  to  disposal  of  spoiled  food?  Why  do  they  keep 
the  back  yard  clean?  Why  are  the  rooms  properly 
screened?  Why  are  the  men  dressed  in  white?  Why 
do  they  have  sanitary  receptacles  for  ice  cream  in  the 


142  EDUCATION   IN   HEALTH 

drug  store?  Why  was  the  milk  pasteurized?  Why 
were  the  milk  bottles  perfectly  sterilized?  In  the 
discussion  of  these  various  questions  suggested  by  the 
teacher  many  additional  questions  of  interest  are 
sure  to  be  asked  by  the  children,  and  a  wholesome 
public  sentiment  developed  in  regard  to  these  matters. 

A  case  will  illustrate  the  point.  Just  recently  a 
third  grade  teacher  took  her  class  to  a  large  whole- 
sale and  retail  bakery  in  the  vicinity.  After  the 
visit  the  children  discussed  each  process  in  the  making, 
from  the  sacks  of  flour  to  the  wrapped  and  sealed 
bread,  stressing  the  sanitary  provision  of  each  process 
such  as  the  sifting  of  the  flour  as  taken  from  the 
sacks  to  eliminate  any  remaining  particles  of  lint 
and  dust,  the  cleanliness  of  all  receptacles  and  machin- 
ery used,  the  personal  cleanliness  and  habits  of  the 
employes,  and  the  fact  that  the  bread  was  not  touched 
by  the  hands  of  any  one  during  the  entire  process. 
The  children  concluded  that  the  machinery  was  used 
so  extensively  for  sanitary  reasons  as  well  as  for  sav- 
ing labor.  They  further  concluded  that  the  policy 
of  this  bakery  was  significant  as  to  the  welfare  of 
the  whole  city  and  should  be  commended. 

A  Health  Lesson  —  After  a  visit  to  a  butcher  shop 
where  ideal  conditions  prevail,  the  discussion  in  this 
same  grade  was  about  as  follows:  (Teacher)  What 
do  you  think  of  the  butcher  shop  we  visited?  (Answer) 
Fine.  (Teacher)  Why?  Many  reasons  were  given 
relating  to  the  cleanliness  of  the  shop  and  furnishings, 
the   fresh   meat,    the   proper   disposal   of   scraps,    the 


CIVICS   AND  EDUCATION    IN    HEALTH  143 

personal  cleanliness  and  health  of  butcher  and  em- 
ployees, and  the  proper  preservation  of  the  food. 
(Teacher)  Why  should  we  be  careful  about  the  kind 
of  place  from  which  our  food  comes?  Various  reasons 
as  to  how  our  health  might  be  affected  were  given. 
(Teacher)  Would  you  be  afraid  to  deal  at  a  butcher 
shop  like  the  one  we  visited?  (Teacher)  Have  you 
ever  been  in  one,  especially  in  summer,  where  you 
would  not  care  to  deal?  Children  related  various 
experiences  in  regard  to  flies,  mice,  roaches,  spoiled 
meat,  etc.  (Teacher)  Why  do  some  people  continue 
to  buy  at  such  shops?  (Answer)  It  is  near  their  homes; 
the  prices  are  low.  (Teacher)  Why  are  the  prices 
low?  Such  possibilities  as  the  following  were  given: 
The  meat  is  not  of  a  good  quality,  the  butcher  employs 
few  helpers,  and  his  shop  rent  is  low.  (Teacher) 
What  might  happen  if  we  eat  a  poor  grade  of  meat? 
(Teacher)  Is  sickness  expensive?  Why?  (Answer) 
Medicine  must  be  bought,  wages  are  sometimes  lost, 
and  doctor's  bills  incurred.  The  conclusion  was  then 
reached  that  it  was  not  cheaper  in  the  long  run  to  buy 
meat  of  a  poor  quality  which  is  poorly  protected. 
(Teacher)  Do  all  stores  that  sell  at  reasonable  prices 
sell  poor  meat?  (Teacher)  Why  are  they  able  to  sell 
at  reasonable  prices?  Because  they  buy  in  unusually 
large  quantities.  (Teacher)  Why  should  every  butcher 
be  required  to  keep  everything  about  his  shop  clean, 
and  his  meat  fresh  and  good?  (Answer)  So  that  the 
people  who  eat  the  things  from  his  shop  may  be 
healthy.     (Teacher)   How  can  we  help  to  make  the 


144  EDUCATION   IN   HEALTH 

butcher  and  his  shop  clean?     (Answer)  Stop  buying 
from  him  and  report  him  to  the  health  authorities. 

A  Clean  City  — In  the  fourth  grade  the  activities 
of  the  school,  home,  and  community  will  still  be 
stressed,  but  some  city  activities  will  be  added.  In 
this  grade  much  time  should  be  given  to  condition 
of  alleys,  vacant  lots,  streets,  factories,  picture  shows, 
city  playgrounds,  swimming  pools,  picnic  grounds, 
reservoirs,  and  crowded  districts.  Excursions  should 
be  made,  and  such  questions  as  the  following  should 
be  discussed  in  class:  Of  what  significance  are  filthy 
alleys,  lots,  and  streets?  Who  should  clean  them? 
What  can  we  do  to  help  keep  them  clean?  Does  the 
vacant  lot  belong  to  the  city  or  to  a  private  person? 
If  owned  by  the  city,  who  is  responsible  for  keeping  it 
clean?  If  privately  owned,  what  authority  has  the  city 
to  see  that  it  is  cleaned?  From  what  health  standpoint 
should  vacant  lots  be  kept  free  from  tall  weeds,  stag- 
nant pools,  and  other  germ-breeding  places?  Why 
should  the  moving  picture  theatres  be  properly  ven- 
tilated? How  may  we  help?  How  may  a  factory 
become  a  public  nuisance?  Have  the  owners  of  a 
factory  a  right  to  allow  it  to  become  a  public  nuisance? 
Should  the  public  be  concerned  about  healthful  con- 
ditions in  the  factories?  What  demonstrations  of 
maintaining  ideal  health  conditions  have  you  noted 
in  the  factories  visited?  What  would  be  the  ideal 
location  of  public  parks?  Should  we  be  as  careful 
about  conditions  on  public  playgrounds  as  on  our 
private  yard?     Why  should  the  swimming  pools  be 


CIVICS   AND   EDUCATION   IN   HEALTH  145 

clean  as  our  bath  tub?  If  a  diseased  person  should 
enter  the  pool,  would  you  report  to  the  proper  officials? 
Why  should  we  not  leave  waste  paper,  boxes,  etc., 
on  the  picnic  grounds  as  many  people  do?  If  you 
should  throw  something  filthy  in  the  public  reservoir, 
how  may  part  of  it  come  back  to  you?  How  may 
disease  developed  in  the  crowded  districts  affect  you? 
A  rural  teacher  can  emphasize  points  relating  to  rural 
conditions,  such  as  wells,  cisterns,  outhouses,  etc. 
Below  is  a  report  of  a  fourth  grade  recitation  on 
civic-health  material,  as  a  result  of  a  visit  to  a  factory 
where  ideal  health  conditions  prevail. 

Teacher  —  Why  should  a  factory  concern  itself  as 
to  the  health  of  its  employes? 

The  children  developed  the  fact  that  people  must 
be  healthy  and  strong  to  accomplish  the  greatest 
amount  of  efficient  work  in  the  shortest  time  possible. 

Teacher  —  Why  is  this  of  advantage  to  the  employer? 

Answer  —  The  business  would  thrive;  the  employer 
would  gain  financially,  and  as  a  consequence  all 
connected  with   the   factory  would  prosper. 

Teacher  —  Do  you  think  the  owner  of  the  factory 
we  visited  realized  how  necessary  it  is  to  have  a 
healthful  working  force?     Why  do  you   think  so? 

The  children  related  and  discussed  the  many 
demonstrations  of  health  improving  devices  and 
plans  installed,  and  the  advantages  of  these  to  all  con- 
cerned. Some  of  them  were  as  follows:  sufficient 
light  and  ventilation,  natural,  if  possible,  otherwise 
the  best   artificial;  proper  regulation  of  temperature 


146  EDUCATION   IN   HEALTH 

at  all  seasons;  cleanliness  of  all  people  and  things 
connected  with  the  factory;  a  lunch  room  where  only 
pure,  healthful  food  is  served;  pure  water  and  indi- 
vidual drinking  cups;  rest  rooms;  emergency  hospital 
with  attendants;  play  rooms  with  attendants  for 
children  of  the  employed;  gymnasium  and  amuse- 
ment rooms;   and   sanitary  provisions  for  lavatories. 

Teacher  —  Of  course,  these  are  ideal  conditions, 
but  how  might  the  lack  of  ordinary  health  precautions 
affect  the  people  employed? 

The  reasons  given  were:  their  sight,  hearing,  and 
general  health  might   be  impaired. 

Teacher  —  From  personal  or  factory  uncleanliness, 
how  might  the  health  of  one  employe  affect  many  of 
the  others? 

There  followed  a  discussion  of  germ  carrying  dis- 
eases. 

Teacher  —  Do  you  think  the  health  of  the  city  might 
be  affected  by  unhealthful  factory  conditions?     How? 

The  reasons  given  were:  coming  into  personal  con- 
tact with  persons  of  the  factory  or  the  manufactured 
product. 

Teacher  —  Can  you  think  of  other  ways  that  might 
ruin  the  health  of  people  living  near  them? 

The  causes  stated  by  the  children  were:  smoke, 
unpleasant  odors,  and  uncleanly  conditions  surround- 
ing the  factory  building. 

Teacher  —  How  might  we  prevent  these  conditions? 

Answer  —  Try  to  teach  them  better,  but  if  unsuc- 
cessful, report  them  to  health  authorities. 


CIVICS  AND  EDUCATION   IN   HEALTH  147 

The  conclusion  reached  was  that  the  expense  of  all 
possible  health  improving  devices  was  returned  many- 
fold  to  the  factory  owner. 

Relation  of  Individual  Health  to  Community  Wel- 
fare —  In  the  fifth  grade  all  the  activities  mentioned 
for  the  other  grades  will  be  enlarged  upon,  and  in 
addition  much  time  should  be  given  to  the  city  organi- 
zations dealing  with  health  problems  in  the  city. 
From  a  discussion  of  the  death  rate  as  compared  with 
other  cities  and  the  influence  that  the  health  of  one 
individual  may  have  upon  the  health  of  the  whole 
city,  the  children  should  be  led  to  see  the  importance 
of  the  city;  assuming  control  of  health  conditions  and 
of  appointing  various  officers  to  administer  the  various 
regulations  which  have  been  passed.  They  should 
also  be  made  acquainted  with  the  organization  for 
health  control  in  the  city,  and  should  become  so 
familiar  with  the  whole  situation  that  they  would 
know  to  what  specific  officer  they  should  go  for  infor- 
mation on  any  specific  point.  The  value  and  function 
of  rural  health  officers  should  be  considered  in  country 
schools. 

After  the  children  have  been  led  to  realize  the  neces- 
sity for  the  city  assuming  control  of  health  conditions, 
and  have  become  thoroughly  acquainted  with  the  func- 
tions of  the  departments  which  aid  in  fostering  a 
healthful  city,  the  following  plans  for  furthering  these 
problems  may  be  found  helpful: 

The  class  may  be  imagined  as  a  city,  and  the  chil- 
dren may  be  permitted  to  choose,  from  among  their 


148  EDUCATION   IN   HEALTH 

number,  a  child  capable  of  assuming  the  duties  of 
mayor,  as  an  officer  of  health.  The  mayor  then 
appoints  the  commissioners  of  the  departments  of 
health,  such  as  health,  sewer,  park,  water,  and  street. 
The  police  commissioners,  because  of  their  power  of 
forcing  obedience  to  health  laws  and  regulations  may 
be  included;  the  commissioners  in  turn  appointing 
others  as  officers,  to  help  in  the  fulfillment  of  their 
obligations,  until  some  duty  devolves  upon  each  child 
in  the  class. 

Much  interest  is  aroused  in  meetings,  called  and  su- 
pervised by  the  mayor,  for  the  purpose  of  stating  and 
discussing  problems  of  health  concerning  these  various 
departments.  Each  department  computes  and  records 
matters  of  importance  accomplished  by  them.  This 
information  may  be  obtained  in  many  ways;  from 
newspaper  or  magazine  clippings,  from  pamphlets 
issued  by  the  City  or  Chamber  of  Commerce,  and  from 
department  records  or  commissioners.  The  children 
should  be  encouraged  to  bring  for  class  discussions 
any  of  these  articles.  Pictures  relating  to  the  various 
departments  of  health  may  be  brought,  and  charts 
made  of  these. 

Debates,  as  to  which  department  does  most  for  the 
health  of  the  city,  with  the  remainder  of  the  class  acting 
as  jury,  encourage  quick,  clear  thinking  and  knowledge 
of   the   subject   matter. 

The  children,  serving  as  officers  of  health,  may  also  be 
detailed  to  watch  for,  and  endeavor  to  correct  many 
unsanitary    and    unhealthful    conditions    and    habits 


CIVICS   AND   EDUCATION   IN   HEALTH  149 

of  the  children  in  the  class  room.  If  handled  in  a 
tactful  way,  these  officers  may  even  assist  in  this 
matter  with  the  children  of  the  entire  school,  and  thus 
instill  healthful  habits  in  our  future  citizens. 

A  model  miniature  city  may  be  constructed  and  laid 
out,  demonstrating  ideal  conditions  for  a  healthy  city, 
such  as  proper  locations  of  factories  which  might  be 
a  nuisance  to  public  health,  streets  wide  enough  to 
give  sufficient  sunlight  and  air  to  spaces  between 
buildings,  parks  in  desirable  locations,  city  play- 
grounds, sanitary  open  air  swimming  pools,  and  other 
favorable  factors  of  health. 

The  State  and  Health  —  In  the  sixth  grade,  in  addi- 
tion to  the  topics  treated  in  the  lower  grades,  problems 
of  health  with  which  the  state  must  deal,  and  the  state 
organizations  for  dealing  with  such  problems,  should 
be  considered.  By  taking  up  such  matters  as  the 
failure  of  some  town  in  the  state  to  take  the  necessary 
precautions  to  prevent  the  spread  of  smallpox  to  other 
towns  and  the  refusal  of  some  town  or  city  to  enforce 
the  proper  labor  regulations,  the  children  can  be  led  to 
see  the  advisability  of  having  some  state  authority 
which  would  act  in  the  interest  of  the  whole  state. 
After  seeing  that  there  is  a  need  for  state  officials  for 
health,  the  teacher  will  find  no  difficulty  in  arousing 
interest  in  just  how  the  state  is  organized  for  this  con- 
trol and  what  the  specific  duties  of  the  various  officials 
are.  The  children  should  then  learn  that  there  are 
numerous  laws  relative  to  the  health  and  safety  of 
employes,  to  the  platforms  and  passageways  in  and 


150  EDUCATION   IN   HEALTH 

about  railroads,  to  the  transportation  and  burying  of 
dead  bodies,  to  the  number  of  tenants  occupying  an 
apartment,  to  child  labor,  to  factory  inspection,  to 
the  control  of  contagious  diseases,  etc.  These  laws 
should  be  studied,  and  the  children  made  to  see  the 
inportance  of  the  cooperation  of  citizens  in  enforcing 
them. 

In  the  seventh  grade,  in  addition  to  covering  the 
field  outlined  for  the  previous  grades,  the  scope  of 
the  work  should  be  enlarged  to  include  national  prob- 
lems. It  would  be  necessary  for  the  teacher,  first  to 
lead  the  children  to  see  the  necessity  of  the  United 
States  taking  a  hand  in  health  work.  This  may  be 
done  by  referring  to  cases  in  which  the  United  States 
had  to  take  part,  such  as:  overcoming  mosquitoes  in 
South  Arkansas,  stamping  cholera  out  of  New  Orleans, 
checking  infantile  paralysis  in  the  eastern  part  of  the 
United  States,  health  inspection  of  immigrants  at 
Ellis  Island,  control  of  diseases  in  army  and  navy, 
and  guaranteeing  pure  food  and  drugs.  Then  the 
various  United  States  health  laws  and  the  organiza- 
tions which  the  United  States  has  developed  for  dealing 
with  health  problems  should  be  studied  and  their  work 
understood. 

Health  as  a  World  Problem  —  In  the  eighth  grade 
health  problems  of  the  home,  community,  school,  city, 
state,  and  nation  taken  up  in  the  other  grades  should 
be  treated  in  a  more  comprehensive  way,  and  the  field 
enlarged  to  cover  the  world.  Though  there  is  no 
organization  or  group  of  officers  having  authority  over 


CIVICS   AND  EDUCATION   IN   HEALTH  151 

the  entire  world,  the  pupils  should  be  led  to  see  that 
starving  peoples  in  any  country  are  a  prey  to  diseases, 
and  that  diseases  among  such  people  are  likely  to 
spread;  that  poor  health  supervision  in  one  country 
may  endanger  lives  in  another  country  and  the  whole 
world;  and  that  from  a  health  standpoint  the  world  is 
a  unit,  and  cooperation  very  necessary.  They  should 
therefore  be  led  to  see  the  significance  of  such  an  under- 
taking as  that  of  the  Red  Cross  to  drive  typhus  out  of 
Poland,  and  of  any  attempt  to  form  a  health-league 
of  nations.  It  would  be  wise  at  this  point  to  make 
a  comprehensive  study  of  the  Red  Cross  in  its  world 
relationship. 


Chapter  VII 

HEALTH  TEACHING  AND   HISTORY 

By  Margaret  M.  McLaughlin,  A.M. 

History,  like  geography,  hygiene,  and  other  subjects 
of  the  school  curriculum,  has  a  definite  content  of  its 
own,  a  part  of  which  relates  to  health.  Our  question 
is  how  this  health  material  may  be  used  in  the  history 
course.  There  are  two  ways:  it  may  be  intruded  now 
and  then  as  time  and  occasion  permit,  or  it  may  be 
made  an  integral  part  of  the  course.  If  history  is 
taught  merely  as  a  collection  of  facts,  interesting  per- 
haps, but  quite  apart  from  life,  health  teaching  will 
seem  an  intrusion;  but  if  history  is  so  taught  that  its 
real  connection  with  the  life  of  the  citizen  is  made 
apparent,  health  teaching  will  not  seem  an  intrusion. 

In  teaching  health  in  connection  with  history,  the 
teacher  must  choose  those  vital  facts  of  history  that 
bear  upon  health ;  then  make  the  pupil  realize  through 
vital  teaching  that  these  facts  are  vital,  and  so  induce 
him  to  accept  them  as  a  part  of  his  vicarious  experience 
as  an  individual  and  as  a  citizen.  From  health  material 
so  selected  and  so  taught,  we  may  expect  the  children 

(1)  to  acquire  knowledge  that  is  most  interesting 
and  that  appeals  to  them  as  eminently  worth  while; 

(2)  to  build  up  a  correct  attitude  toward  matters  of 
private  and  public  health;  (3)  perhaps  to  set  up  high 
ideals  concerning  private  and  public  health. 

152 


HEALTH   TEACHING   AND   HISTORY  153 

Problems  of  Health  in  History — Health  material  in 
history  groups  itself  around  a  limited  number  of  vital 
problems  and  recounts  man's  efforts  to  solve  them. 
The  following  are  important  among  these  problems: 

1.  What  kinds  of  homes  are  safe,  comfortable,  conven- 
ient, sanitary,  and  attractive? 

2.  What  food  satisfies  and  nourishes? 

3.  WThat  kind  of  clothing  is  most  comfortable  and  most 
beautiful? 

4.  What  occupations  are  necessary  and  how  may  they 
be  rendered  remunerative,  safe,  and  of  most  service  to 
humanity? 

5.  WThat  surroundings  are  most  pleasant  and  most 
sanitary? 

6.  What  laws  and  what  organizations  are  most  useful 
in  the  solution  of  the  above  problems? 

7.  How  can  the  results  of  efforts  along  above  lines  be 
measured  and  what  are  these  results? 

Subjects  for  the  Sixth,  Seventh  and  Eighth  Grades — 
Classified  as  to  Problem  to  which  they  Relate  —  Each  of 
the  following  subjects  should  be  discussed  at  the 
appropriate  time;  that  is,  when  it  naturally  arises  in 
the  history  class.  Some  subjects  will  require  one  lesson ; 
some,  two;  some,  perhaps,  more.  The  teacher  must 
decide  this. 

Sometimes  the  lesson  may  not  be  much  more  than 
an  outline;  at  other  times,  the  class  should  enter  into 
a  full  discussion  of  the  subject  in  its  various  aspects. 
Many  of  the  subjects  may  be  illustrated  with  pictures 
made  by  the  children  or  gathered  from  papers  and 
magazines. 


154  EDUCATION   IN  HEALTH 

Homes  and  Health —  1.  Compare  homes  of  Indians  and 
early  colonists  as  to  comfort  and  effect  on  health. 

2.  Compare  homes  of  early  colonists  and  people  you 
know  which  are  more  sanitary. 

3.  Compare  homes  of  early  colonists  and  homes  of  the 
peasants  of  Europe  at  that  time. 

4.  Compare  homes  of  early  colonists  and  of  the  nobles 
of  Europe. 

5.  Compare  homes  of  people  of  Europe  in  1600  and 
homes  of  people  in  this  country  now.     Effect  on  health? 

6.  What  improvement  was  there  in  homes  in  America 
from  early  days  to  Revolution?  Effect  of  improvement 
on  health? 

7.  Compare  homes  of  Indians  in  Arizona  and  New 
Mexico  with  homes  of  Indians  in  the  eastern  part  of  this 
country.     Which  were  more  sanitary? 

8.  What  advantages  as  to  health  did  Indian  tepees  have 
over  houses  of  white  people  in  colonies? 

9.  What  advantages  did  Indians  have  in  their  occupa- 
tions as  to  health  over  some  people  in  this  country  now? 

10.  What  are  some  of  the  laws  concerning  buildings  in 
the  cities  in  this  country  now?  Why  were  such  laws  not 
necessary  in  colonial  times? 

11.  What  is  your  community  doing  now  as  to  health  of 
people  concerning  homes? 

Food  and  Health —  1.  Compare  the  food  of  the  Indians 
in  early  days  with  the  food  of  the  colonists  as  to  amount, 
kind,  methods  of  cooking,  variety. 

2.  How  did  the  food  of  the  Indians  in  former  times 
differ  from  their  food  now? 

3.  How  did  the  food  of  the  early  colonists  and  the 
Europeans  differ? 


HEALTH   TEACHING  AND  HISTORY  155 

4.  How  does  our  food  differ  from  the  food  of  the  early 
colonists? 

5.  What  are  the  laws  concerning  milk  in  your  com- 
munity? Were  there  such  laws  in  colonial  times?  If  not, 
why  not? 

6.  Tell  all  you  can  about  one  or  more  pure  food  laws. 
Were  there  such  laws  in  colonial  times? 

7.  What  necessary  articles  did  the  early  colonists  some- 
times lack?     (Bread,  salt,  etc.) 

8.  Give  some  examples  of  what  law  has  done  for  pure 
food. 

9.  For  pure  milk? 

10.  What  has  your  community  done  through  laws  for 
pure  food? 

11.  What  has  the  state  done  through  laws  for  pure 
food? 

12.  What  has  the  United  States  government  done  for 
pure  food? 

13.  Show  the  relation  of  the  beef  scandal  during  the 
Spanish- American  War  to  health. 

14.  Why  did  more  soldiers  die  from  disease  than  from 
wounds  in  the  Spanish-American  War? 

15.  If  your  school  has  not  its  own  lunch  room,  debate 
the  following  question:  Our  school  (or  every  school) 
should  have  its  own  lunch  room. 

16.  What  measures  were  taken  during  the  World  War 
to  improve  the  health  of  our  soldiers? 

17.  What  effect  did  the  World  War  have  upon  the  health 
of  children  in  Europe? 

Clothes  and  Health — 1.  How  did  the  clothes  of  the 
Indians  compare  with  the  clothes  of  the  early  colonists  as 
to  effect  on  health? 


156  EDUCATION   IN   HEALTH 

2.  How  did  the  clothes  of  the  colonists  and  of  the 
European  countries  compare  as  to  effect  on  health? 

3.  How  did  the  World  War  affect  the  health  of  children 
in  Europe  on  account  of  clothes? 

Occupations  and  Health  —  1.  How  did  the  occupations  of 
the  colonists  as  to  effect  on  health  compare  with  the  occu- 
pations of  the  Indians? 

2.  How  did  the  occupations  of  the  early  colonists  com- 
pare with  the  occupations  of  the  Europeans  as  to  effect 
upon  health? 

3.  How  did  the  work  of  the  Colonial  children  differ 
from  your  work? 

4.  What  advantages  as  to  health  did  the  colonial  child 
have  over  children  of  the  present  time? 

5.  What  were  the  colonial  child's  disadvantages  as  to 
health  compared  with  your  advantages? 

6.  Should  a  child  have  a  health  certificate  before  he 
goes  to  work? 

7.  Why  is  it  necessary  for  a  child  to  have  a  permit  to 
go  to  work  at  fourteen? 

8.  What  are  the  laws  governing  children  working  in 
factories?     Why  are  such  laws  passed? 

9.  What  laws  have  been  passed  concerning  length  of  the 
working  day? 

10.  What  are  the  laws  in  the  cities  about  push  carts 
and  other  street  vendors,  and  why  are  such  laws  necessary? 

Surroundings  and  Health  —  1.  Were  colonial  school 
houses  as  sanitary  as  our  school  houses? 

2.  Why  were  there  so  many  deaths  among  the  settlers 
in  the  first  years  of  the  Plymouth  Colony? 

3.  What  caused  the  extinction  of  the  Indians  in  the 
neighborhood  of  Plymouth  Colony? 


HEALTH   TEACHING  AND  HISTORY  157 

4.  How  did  the  health  of  the  Indians  in  early  times 
compare  with  the  health  of  the  Indians  today? 

5.  What  were  the  causes  of  chills  and  fevers  in  the  early 
settlement  of  this  country? 

6.  Why  did  draining  swamps  affect  the  health? 

7.  Compare  the  death  rate  in  early  times  in  this  country 
with  the  death  rate  now. 

8.  Were  the  slaves  healthy?  How  did  their  homes  com- 
pare with  the  homes  of  the  whites?  What  kind  of  care 
did  they  have  when  they  were  ill? 

9.  Why  are  there  notices  against  spitting  on  the  cars? 

10.  Tell  something  of  the  history  of  such  laws  and  the 
extent  to  which  they  are  obeyed. 

11.  What  laws  against  infectious  diseases  do  you  know 
about,  and  how  have  they  affected  you? 

12.  What  is  the  value  of  such  laws? 

13.  Were  there  such  laws  in  colonial  days? 

14.  Give  something  of  the  history  of  the  garbage  laws 
in  your  community. 

15.  Compare  some  smoke  laws  in  modern  cities  with 
smoke  laws  in  colonial  days  if  there  were  any?  Why  the 
difference? 

16.  Compare  the  play  of  children  in  pioneer  days  and  now. 

17.  W'hat  are  sweat  shops,  and  how  do  they  affect 
health?  What  caused  the  growth  of  the  sweat  shop  in 
this  country? 

18.  Tell  of  the  work  of  General  Gorgas  in  Cuba  after 
the  Spanish-American  War. 

19.  Why  did  the  French  fail  in  their  attempt  to  build 
the  Panama  Canal? 

20.  Tell  about  sanitation  by  the  United  States  Govern- 
ment in  the  building  of  the  Panama  Canal. 


158  EDUCATION   IN   HEALTH 

21.  What  did  the  United  States  Government  do  in  the 
Philippines  in  the  way  of  sanitation? 

22.  In  Hawaii? 

23.  In  Porto  Rico? 

24.  What  did  the  city  of  St.  Paul  do  with  regard  to 
the  smoke  nuisance? 

25.  Why  did  the  Japanese  have  their  soldiers  in  the 
Russo-Japanese  War  put  on  fresh  clothes  before  going  into 
battle? 

26.  What  was  the  treatment  of  the  sailors  as  to  health 
in  the  18th  century  compared  with  the  treatment  of  the 
sailors  in  the  World  War? 

27.  How  did  sanitation  in  London  in  1600  compare 
with  the  sanitation  of  your  city  now? 

28.  Tell  the  story  of  the  present  water  supply  in  St. 
Louis. 

Miscellaneous  Subjects  Connected  with  Health — 1.  Dis- 
cuss the  medicine  men  among  the  Indians  and  their  work. 

2.  Compare  our  doctors  and  Indian  medicine  men 
(preparation  of  our). 

3.  Give  some  reasons  for  believing  that  the  medical  pro- 
fession is  considered  more  important  in  the  United  States 
now  than  it  was  in  early  times. 

4.  Compare  dentistry  in  former  times  and  now  (pulling 
teeth) . 

5.  What  was  the  work  of  the  Sanitary  Commission  in 
the  Civil  War? 

6.  Compare  work  of  Sanitary  Commission  with  work  of 
Red  Cross  in  World  War. 

7.  What  has  the  Red  Cross  done  to  improve  the  health 
of  the  world? 

8.  Discuss  the  growth  of  hygiene. 


HEALTH   TEACHING   AND   HISTORY  159 

9.  What  is  meant  by  the  different  kinds  of  hygiene,  as 
personal,  public,  or  military? 

10.  Compare   military   eugenics   in    the    Revolutionary 
War  and  the  World  War. 

11.  Has  improvement  in  health  of  prisoners  been  one 
feature  of  prison  reform? 

12.  WThat  did  the  discovery  of  ether  do  for  surgery? 

13.  What  were  the  conditions  in  debtors'  prisons  as  to 
health? 

14.  What  effect  has  prison  reform  had  upon  health  of 
prisoners? 

15.  What  are  some  of  the  measures  taken  now  to  im- 
prove health  in  prison? 

16.  Who  was  Dorothea  Dix,  and  what  did  she  do  for 
improvement  in  treatment  of  insane? 

17.  How  has  the  treatment  of  the  insane  improved  as 
to  health  measures? 

18.  What  does  the  Provident  Association  do  for  health 
improvement? 

19.  What  other  similar  associations  do  you  know  that 
have  improved  health,  and  what  have  they  done? 

20.  What  have  labor  unions  done  to  improve  health 
since  1860? 

21.  How  has  the  work  of  insurance  companies  affected 
health? 

22.  Show  how  Dr.  Walter  Reed  saved  the  people  of 
this  country  much  suffering. 

23.  Show  how  Dr.  Reed  has  saved  our  country  much 
money. 

24.  Compare  the  work  of  Dr.  Reed  and  General  Pershing 
as  to  its  value  to  humanity. 

25.  Compare  the  importance  of  Grant  and  Pasteur. 


1G0  EDUCATION   IN   HEALTH 

26.  Make  a  list  of  all  the  organizations  that  have  worked 
for  temperance  in  this  country,  such  as  the  W.  C.  T.  U., 
Knights  of  Father  Matthew,  Woman's  Crusade,  Good 
Templars.     Discuss  work  of  each. 

27.  Give  a  sketch  of  Dr.  Trudeau's  life,  and  show  what 
he  did  for  tubercular  patients. 

28.  An  English  historian  said  that  the  greatest  triumphs 
of  the  19th  century  were  its  sanitary  achievements.  Ex- 
plain what  he  meant  by  this.  Give  some  proofs  that  he 
was  right. 

29.  Tell  what  laws  there  are  in  your  community  in- 
tended to  preserve  health  along  the  following  lines:  Food, 
water  supply,  playgrounds,  parks,  amusements. 

30.  Tell  what  laws  there  are  in  your  state  intended  to 
preserve  health  in  connection  with  food. 

31.  What  laws  are  there  in  your  state  concerning  teach- 
ing in  school  the  effects  of  intoxicants? 

32.  What  is  the  eighteenth  amendment  to  the  Consti- 
tution of  the  United  States,  and  when  was  it  passed? 

33.  Outline  the  history  of  the  laws  in  the  United  States 
concerning  manufacture  and  sale  of  intoxicants. 

34.  When  and  why  did  Maine  prohibit  manufacture 
and  sale  of  intoxicants? 

35.  What  laws  do  you  know  concerning  the  use  of  tobacco? 

36.  What  laws  have  been  passed  concerning  health  as 
connected  with  factories,  as  situation  of  factory,  space  for 
each  worker,  safety  appliances,  etc.? 

37.  What  laws  has  Congress  passed  concerning  health 
of  immigrants  admitted  to  the  United  States? 

38.  What  is  meant  by  the  money  value  of  health? 

39.  Show  that  a  higher  value  is  put  upon  life  now  than  in 
former  times  with  regard  to  workers,  slaves,  women,  children. 


HEALTH   TEACHING  AND   HISTORY  162 

Some  Suggestions  as  to  Methods  of  Treating  the  Above 
Subjects —  Some  subjects  are  appropriate  for  individual 
reports,  for  example : 

1.  A  sketch  of  the  life  of  Dr.  Trudeau  and  his  work  for 
tubercular  patients. 

2.  How  the  work  of  insurance  companies  has  affected 
health  in  this  country. 

3.  Compare  homes  of  Indians  and  early  colonists  as  to 
effect  on  health. 

4.  What  laws  Congress  has  passed  concerning  health  of 
immigrants  admitted  to  this  country. 

Some  subjects  are  appropriate  for  the  class  as  a  whole 
working  as  a  group  of  committees,  supplemented,  per- 
haps, by  an  individual  report  or  two  and  by  drawings, 
for  example: 

Lesson  Plan  for  Eighth  Grade  Unit  of  Work.  Higher 
Value  Put  Upon  Health  Now  Than  In  Former  Times. 

I.    In  regard  to  men 

1.  Kinds  of  work  in  which  there  has  been  improve- 

ment 
(a)  Factories 
b)  Transportation 

2.  Lines  along  which  improvement  has  been  made 

(a)  Hours 

(b)  Surroundings 

(c)  Pay 

II.    In  regard  to  women 

1.    Kinds  of  work  in  which  there  has  been  improve- 
ment 

(a)  Factories 

(b)  Stores 


162  EDUCATION   IN   HEALTH 

2.    Lines  along  which  improvement  has  been  made 

(a)  Hours 

(b)  Surroundings 

(c)  Pay 

III.    In  regard  to  children 

1.  Child  labor  laws 

2.  Compulsory  school  attendance 

3.  Cigarette  laws 

Suggestions  as  to  Use  of  Above  Outline  for  a  Unit  of 
History  Work  Connected  With  Health  —  The  class  may 
be  divided  into  committees,  one  committee  taking 
the  first  main  topic.  The  members  of  this  committee 
may  find  pictures  of  modern  factories  in  which  special 
attention  is  paid  to  sanitary  surroundings  of  working- 
men.  The  members  may  also  discuss  improvement 
in  hours,  in  pay,  and  in  home  surroundings  of  the 
workingmen.  They  may  show  how  better  hours  and 
better  pay  mean  improved  health  if  leisure  and  money 
are  used  wisely. 

The  members  of  the  committee  should  make 
their  own  division  with  advice  from  teacher,  if  nec- 
essary. 

A  second  committee  may  take  the  second  main 
division  of  the  outline,  and  a  third  committee  the  last 
main  division. 

Such  a  discussion  may  cover  several  recitations  if 
class  shows  sufficient  interest  in  collection  and  pres- 
entation of  material.  Language  time  may  be  used 
in  writing  letters  to  firms  for  descriptive  material  of 
their  plants. 


HEALTH   TEACHING   AND   HISTORY  163 

Some  Suggestions  as  to  Cooperation  of  Drawing 
with  History  —  Take  the  subject:  Compare  the  homes 
of  the  Indians  in  this  country  with  the  homes  of  the 
early  colonists  as  to  comfort  and  probable  effect 
upon  health.  1.  The  class  may  have  an  exposition 
of  homes  of  these  two  kinds,  using  their  drawing  for 
construction  work  in  making  models  of  houses  and 
furniture  and  of  Indian  tepees.  The  language  work 
will  be  the  explanations  of  the  exhibitors  of  what  they 
have  made.  2.  Some  members  of  the  class  may  get 
permission  to  use  the  sand  table  in  the  primary  room 
to  show  the  small  children  the  Indian  village  with  its 
tepees  and  the  village  of  the  early  colonists. 

Some  Suggestions  as  to  Method  of  Procedure  in  use  of 
Health  Subjects  Connected  with  History  —  A  general 
discussion  of  homes  should  precede  the  use  of  specific 
subjects. 

Evolution  of  the  home. 

I.    Cave  dwellings 

1.  Reasons  for  selection 

2.  Character 

3.  Sources  of  knowledge  concerning  these  dwellings 
II.    Tree  dwellings 

1.  Reasons  for  selection 

2.  Character 

3.  Comparison  of  ancient  and  modern  tree  dwellings 
III.    How  humanity  in  the  making  of  homes  has  tried  to 

solve  these  problems: 

1.  How  can  we  make  our  homes  safe? 

2.  How  can  we  make  our  homes  comfortable? 

3.  How  can  we  make  our  homes  convenient? 


164  EDUCATION   IN   HEALTH 

4.  How  can  we  make  our  homes  beautiful? 

5.  How  can  we  make  our  homes  sanitary? 

IV.    Differences  between  our  homes  and  homes  of  cave 
dwellers  and  tree  dwellers 

1.  Disadvantages  of  our  homes 

2.  Advantages  of  our  homes 

V.    How  much  health  has  been  improved  by  improve- 
ment in  homes. 

(Note:  It  is  an  excellent  plan  to  have  an  exposition  showing  the 
evolution  of  the  home  through  the  cave  and  tree  dwelling  periods, 
the  homes  of  peasants  and  nobles  in  Europe,  the  log  cabins  and  the 
modern  homes  of  this  country. 


Chapter  VIII 

THE  RELATION   OF   GEOGRAPHY  TO   THE 
CONSERVATION    OF   HEALTH 

By  Mendel  E.  Branom,  A.M. 

Health  Teaching  Through  Geographic  Content  —  The 
psychologic  basis  for  the  teaching  of  health  concepts, 
as  developed  in  the  introductory  chapters,  involves 
a  personal  appeal  in  the  lower  grades.  The  need  for 
emphasizing  the  personal  health  relation  gradually 
diminishes;  but  the  opportunity  of  broadening  the  ex- 
periences of  the  individual,  so  that  he  will  think  in 
terms  of  the  health  conditions  of  more  comprehensive 
human  units,  in  terms  of  the  health  conditions  of 
far-away  groups,  and  eventually  in  terms  of  the  health 
of  all  mankind,  gradually  increases  throughout  the 
grades. 

The  geography  course  of  study  for  the  grades  is 
organized  from  the  same  point  of  view.  In  the  lower 
grades  the  personal  world  of  the  child  is  emphasized, 
and  gradually  the  pupil,  through  carefully  graded 
geographic  experiences,  is  prepared  to  think  of  the 
detailed  world  as  a  whole  with  reference  to  man. 
Since  the  psychological  organization  of  material  for 
the  teaching  of  health  concepts  and  for  the  teaching 
of  geographic  concepts  is  essentially  the  same,  health 
concepts  can  readily  be  developed  in  the  geography 
course  of  study  to  the  extent  that  they  essentially 
belong  to  the  field  of  geography. 

165 


166  EDUCATION   IN   HEALTH 

The  Place  of  Health  Concepts  in  Geography  —  Geog- 
raphy not  only  is  concerned  with  the  development  of 
health  concepts,  but  also  with  the  development  of 
economic,  social,  and  political  concepts  not  directly 
related  to  health,  in  so  far  as  such  concepts  are  vital 
in  helping  to  explain  the  utilization  of  earth  resources 
and  the  adjustments  of  man  to  the  various  phenomena 
of  land,  water,  and  air.  In  the  organization  of  geo- 
graphic material  into  meaningful  units  of  work,  the 
health  concept  may  be  dominant.  For  example,  the 
purpose  may  be  to  determine  why  the  people  of 
the  Panama  Canal  Zone  have  much  better  health  than 
the  people  of  the  Amazon  Basin.  The  health  concept 
may  be  subordinated  to  some  dominating  purpose.  For 
example,  the  purpose  may  be  to  determine  how  the 
Americans  succeeded  in  constructing  the  Panama 
Canal.  The  establishment  of  sanitary  conditions  on 
the  Isthmus  obviously  is  only  one  of  a  group  of  topics 
that  will  be  considered.  Health  conditions  may  be 
contrasted  with  the  economic  conditions  in  their 
effects  on  human  activities.  For  example,  the  pur- 
pose may  be  to  determine  whether  the  states  south  of 
the  Ohio  River  are  less  progressive  than  the  states  north 
of  the  Ohio  River  primarily  because  of  the  poorer  health 
of   the   Southern   people. 

The  Relation  of  Geography  to  the  Conservation  of 
Health  —  Health  may  be  considered  with  reference 
to  (1)  the  personal  environment  of  the  child,  (2)  the 
personal  environment  of  other  people,  and  (3)  health 
conditions  in  relation  to  a  large  area.     For  example, 


THE  RELATION  OF  GEOGRAPHY  TO  HEALTH  Hi 7 

the  purpose  may  be  (1)  to  determine  whether  the  air 
of  the  schoolroom  is  wholesome,  (2)  to  determine 
why  many  people  visit  Atlantic  City  during  the  sum- 
mer season,  or  (3)  to  consider  whether  polar  or  equa- 
torial regions  are  the  more  nearly  ideal  from  the 
health  standpoint.  In  a  variety  of  ways  and  in  a 
variety  of  situations,  health  discussions  inevitably  will 
enter  into  the  geography  work.  Not  the  least  impor- 
tant of  the  aims  of  geography  teaching  is  the  devel- 
opment of  a  health  outlook,  that  will  make  the  pupil 
conscious  of  the  need  of  good  health  and  the  physical 
conditions  which  promote  good  health,  that  will  pre- 
pare the  pupil  to  value  good  health  so  highly  that  he 
will  be  willing  to  form  personal  health  habits,  and  to 
use  his  influence  in  helping  to  promote  the  health  of 
all  people. 

Geography  and  Health  in  the  Primary  and  Inter- 
mediate Grades  —  In  the  lower  grades  the  content  of 
geography  is  organized  about  the  home  and  community 
life.  The  emphasis  is  placed  on  the  ways  that  the 
economic  needs  and  wants  of  the  homes  of  the  com- 
munity are  supplied.  The  home  requires  food, 
drink,  clothing,  shelter,  fuels,  light,  and  luxuries.  In 
the  intermediate  grades  the  pupils  become  acquainted 
with  the  various  parts  of  the  earth  through  a  study 
of  regional  geography.  Since  the  local  environment 
is  not  the  same  for  pupils  everywhere,  the  order  in 
which  topics  will  be  taken  up  will  vary  according  to 
the  community.  If  the  pupils  are  accustomed  to 
shallow  well  water,  for  example,  the  pupils  in  their 


168  EDUCATION   IN   HEALTH 

home  geography  work  will  study  the  local  domestic 
supply,  following  which,  in  connection  with  journey 
and  regional  geography,  they  will  study  about  the 
water  supply  from  springs,  deep  wells,  rivers,  and  lakes. 
If  the  local  supply  is  from  a  river,  the  use  of  river 
water  will  be  emphasized  in  local  geography,  and 
later,  in  the  journey  and  regional  work,  other  sources 
of  supply  will  be  considered. 

In  the  third  and  fourth  grades  the  study  of  indus- 
tries affords  an  excellent  opportunity  for  the  teaching 
of  health.  Let  us  take,  for  example,  the  dairy  industry. 
In  a  study  of  this,  one  might  try  to  work  out  (1)  why 
the  industry  is  so  important  both  in  the  country  and 
in  the  city;  (2)  where  and  how  the  milk  is  obtained; 
(3)  how  it  is  transported;  (4)  how  it  is  prepared  for 
city  distribution;  and  (5)  the  relation  of  city  and  country 
with  regard  to  the  milk  industry.  Each  of  these 
points  has  a  direct  bearing  on  health.  A  discussion 
of  the  first  point  would  bring  out  the  value  of  milk 
as  a  necessary  article  of  diet.  The  second  point 
would  show  the  necessity  for  proper  care  of  the  vessels 
containing  milk,  and  also  the  need  of  caring  for  the 
cows  from  which  the  milk  is  obtained.  In  connection 
with  this  study,  the  inspection  of  cows  and  of  diary 
plants  in  rural  communities  and  cities  might  be  dis- 
cussed. The  third  point  would  show  the  need  of 
refrigeration  and  of  rapid  transportation  of  perishable 
articles  of  food.  The  fourth  point  would  bring  out 
the  necessity  for  pasteurization  and  sterilization  of 
milk,  which  would  also  emphasize  the  need  for  cleanli- 


THE   RELATION   OF   GEOGRAPHY   TO   HEALTH     1C9 

ness  of  vessels  containing  food.  The  fifth  point  could 
be  made  to  show  clearly  the  wide-spreading,  disastrous 
result  of  impure  milk  to  the  city  child.  It  should  give 
a  new  desire  for  the  sanitary  handling  of  milk,  and  to 
the  country  child  it  should  also  show  the  responsibility 
of  the  rural  community  for  the  health  of  the  city. 

A  visit  to  a  dairy  plant  would  bring  out  these  points 
besides  bringing  up  other  questions  relating  to  health. 
Why  did  all  the  workers  in  the  dairy  wear  white  clothes? 
Why  did  some  of  the  workers  wear  wooden  soled  boots? 
Why  did  our  guide  advise  us  to  keep  on  our  wraps? 

Another  geographical  study  that  will  contribute 
health  material  is  that  of  the  water  supply.  We 
might  begin  by  finding  out  the  source  of  the  local  water 
supply  to  see  whether  we  could  reasonably  expect  the 
water  to  be  healthful.  Then  we  might  compare  other 
sources  of  supply  with  our  local  supply,  rivers,  springs, 
lakes,  wells,  and  cisterns.  Which  of  them  might  we 
expect  to  be  healthful?  What  might  be  some  causes  that 
make  them  unhealthful?     How  can  water  be  purified? 

Many  other  questions  might  be  raised.  How  does 
our  community  dispose  of  sewage  so  as  not  to  contami- 
nate the  water  supply?  In  many  communities  this 
would  involve  a  study  of  water  currents.  In  commu- 
nities where  water  is  supplied  by  cisterns  and  small 
wells  the  question  of  seeping  water  and  mineral 
deposits  would  be  an  important  factor. 

This  study  should  arouse  in  city  pupils  an  interest 
in  the  city  water  supply  and  a  consciousness  of  the  need 
of  a  healthful  water  supply.     It  should  show  pupils 


170  EDUCATION   IN   HEALTH 

of  rural  communities  the  need  for  care  in  selecting 
a  site  for  a  well  or  cistern.  Incidentally  it  might 
bring  out  the  need  for  clean  vessels  for  containing 
water,  the  sterilization  of  water  by  boiling,  the  need 
for  individual  drinking  vessels,  the  healthful  effects 
of  plenty  of  pure  drinking  water  on  the  human  body, 
and  the  need  for  daily  washing  of  the  body. 

From  these  geographical  studies  we  should  expect 
our  pupils  to  have  gained  some  facts  about  health  as 
well  as  certain  attitudes  and  ideals  in  regard  to  health. 

The  following  suggestions  illustrate  how  health 
material  may  be  handled  in  the  geography  class: 

Community  Picture  —  A  long  blackboard  makes  an 
ideal  background.  On  this,  the  children  can  arrange 
colored  cut-out  pictures  drawn  by  themselves  to  show 
how  the  milk  is  taken  from  the  country  to  the  city. 
The  following  pictures  can  be  made:  1.  model  dairy 
farm  (cleanliness);  2.  road,  showing  milk  truck  or 
wagon,  passing  from  farm  to  railroad  station;  3.  coun- 
try railroad  station;  4.  railroad  showing  trains  from 
country  station  to  city  station  (rapid  transportation) ; 
5.  dairy  trucks  taking  milk  to  dairy  plant;  6.  dairy 
plant  (cleanliness  and  precaution);  7.  truck  or  wagon 
delivering   milk   bottles    to    homes. 

Sand  Table  —  The  same  idea  could  be  carried  out 
on  a  large  sand  table.  Here  the  children  would  con- 
struct the  farm,  the  dairy,  and  the  home  instead  of 
using  merely  the  flat  colored  pictures. 

Problem  —  Why  do  we  frequently  hear  of  people 
becoming  ill  after  eating  ice  cream  at  a  picnic  or  other 


THE   RELATION   OF   GEOGRAPHY   TO   HEALTH     171 

gathering?  Why  does  our  city  occasionally  ask  us 
to  boil  all  drinking  water? 

Story  —  The  incident  leading  to  the  death  of  Tschai- 
kowsky,  the  Russian  composer,  would  interest  a  class. 
Tschaikowsky  carelessly  drank  a  glass  of  unboiled 
water,  and  a  few  hours  later  he  died  of  cholera. 

Dramatization  —  Characters:  Betty,  a  little  St.  Louis 
girl  returning  to  her  home;  her  father;  her  mother; 
guide;  crowd  of  sight-seers. 

Scene  One  —  Time  —  A  bright  morning.  Place  —  coach 
of  a  train  crossing  Merchants'  Bridge  into  St.  Louis. 

Betty  —  Oh,  papa,  look! 

Father  —  Yes,  Betty,  that  is  the  Mississippi  River. 

Betty  —  How  muddy  the  water  is ! 

Father  —  That  mud  is  brought  down  by  the  Missouri 
River.  You  know  that  river  comes  into  the  Mississippi 
River  just  a  few  miles  above  here. 

Betty  (as  train  leaves  bridge)  —  Oh,  papa,  what  are  those 
funny  looking  ponds  down  there  on  the  river  bank? 

Father  —  Those  are  settling  basins.  They  pump  the 
river  water  into  them  before  it  is  sent  to  our  homes. 

Betty  —  River  water?  We  don't  drink  that  dirty  water, 
do  we? 

Mother  —  Yes,  Betty,  and  have  you  ever  noticed  how 
clear  the  water  from  the  faucet  is  in  St.  Louis? 

Betty  —  But  they  can't  clean  that  ugly  dirty  water  and 
make  it  clear. 

Father  —  Yes,  Betty,  they  can  do  more  than  that.  They 
can  take  out  all  that  mud  and  millions  of  disease  germs,  too. 

Betty  —  Where  do  they  do  it?  I  don't  see  how  they 
do  it. 


172  EDUCATION   IN   HEALTH 

Mother  —  Some  day  father  and  I  will  take  you  up  to 
the  Chain  of  Rocks,  and  there  we  can  see  them  purify  the 
water. 

Betty  —  Oh,  let's  go  soon  —  just  as  soon  as  we  can. 

Scene  Two —  Place:     Chain  of  Rocks — pumping  station. 

Guide  explains  method  of  treating  water  to  a  crowd  of 
sight-seers.  Visitors  ask  questions.  (Data  can  be  taken 
from  pamphlets  on  the  local  water  supply  obtained  at 
City  Hall.) 

At  conclusion  the  other  visitors  and  guide  withdraw. 

Father  —  Well,  Betty,  do  you  think  they  know  how  to 
clean  that  dirty  river  water? 

Betty  —  Oh,  papa,  I  didn't  know  that  it  takes  so  many 
people  and  so  much  work  to  give  me  a  glass  of  water  to  drink. 

In  the  upper  grades,  type  studies  emphasizing  health 
factors  may  be  presented.  The  problem  method  of 
attack  may  be  used  to  good  advantage.  The  Panama 
Canal  Zone  may  be  taken  as  an  illustration  of  a  regional 
study  approached  from  the  problem  standpoint. 

Problem  —  How  the  United  States  has  succeeded  in 
making  the  health  conditions  in  the  zone  almost  perfect. 

1.  Things  to  be  overcome. 

Long  history  of  the  region  marked  by  malaria,  bubonic 
plague,  and  yellow  fever;  uncleanliness  of  natives  of  Pan- 
ama; indifference  of  inhabitants  to  health;  very  high  death 
rate  among  laborers  especially  those  of  France;  Colon  and 
Panama  considered  the  dirtiest  cities  in  the  world. 

2.  Unhealthful  factors  in  the  zone. 

Dirty  streets;  no  sewers  or  hydrants;  refuse  from  houses 
thrown  into  back  yards  and  streets ;  drinking  water  kept  in 
barrels  in  the  yards;  no  bathing  facilities;  scarcity  of  water. 


THE   RELATION   OF   GEOGRAPHY   TO   HEALTH     173 

3.  Unhealthful  geographical  factors  in  the  zone. 
Colon  and  Panama  built  on  ground  so  low  that  it  could 

not  be  drained;  region  one  of  swamps  and  jungles — result: 
many  insects  and  bugs,  besides  poisonous  gases. 

4.  How  the  Unites  States  overcame  obstacles. 
Gorgas  appointed  by  Canal  Commission  as  Chief  Health 

Officer;  hospital  built  by  France  improved;  sewage  systems 
established;  reservoir  built  in  the  hills;  incoming  ships 
inspected  for  rats,  as  rats  are  known  carriers  of  disease; 
brigades  formed  to  exterminate  mosquitoes  and  other 
injurious  insects;  homes  fumigated  and  screened;  natives 
of  Panama  instructed  as  to  bathing  and  the  keeping  of 
houses  free  from  filth  and  dirt. 

5.  Result. 

$20,000,000  spent.  Death  rate  lowered  so  that  it  is 
now  no  higher  than  in  New  York  City. 

Health  Resorts  —  Given  below  is  a  list  of  cities  which 
have  gained  the  reputation  of  being  health  resorts  on 
account  of  their  geographical  conditions.  Some  re- 
sorts owe  their  location  to  the  brisk,  bracing  air  of  the 
mountains;  as  Asheville,  N.  C,  and  Colorado  Springs, 
Colo.  Saranac  Lake  had  its  beginning  as  a  Tuberculosis 
Camp  because  a  young  doctor,  discovering  that  he  had 
the  dreaded  disease,  determined  to  see  what  the  invig- 
orating air  of  the  Adirondack  Mountains  would  do 
for  him.  He  went  to  the  place  where  now  a  famous 
hospital  stands,  and  here  he  regained  his  health. 
Other  locations  enjoy  the  warm  moist  breezes  of  the 
ocean,  as  Palm  Beach,  Tampa,  and  St.  Augustine,  all 
famous  resorts  in  Florida. 


174  EDUCATION   IN   HEALTH 

A  short  outline  may  be  given  to  be  filled  in  by  the 
pupils  so  that  the  following  factors  will  be  brought 
out: 

1.  Why  the  climate  is  conducive  to  health. 

2.  How  the  position  of  the  resort  is  favorable. 

3.  In  what  way  the  altitude  promotes  health. 

On  an  outline  map,  these  health  resorts  can  be  lo- 
cated, and  the  map  designed  as  an  outline  map  on 
health. 

Health  and  Industries 

Type  lesson. 
Eastern  Section. 
Manufacturing  conditions 

1.  Formerly 

Poor  buildings 

Health  of  operators  not  considered 
Machines  not  suited  to  workers 
Home  life  not  looked  into 

2.  At  the  present  time 

Well  ventilated  and  lighted  factories 

Physical   condition   of   operators   looked   after   by 

physicians 
Welfare  of  workers  considered  important 

Western  Section. 

1.    Occupations  tending  to  promote  good  health 
Forest  rangers 
Ranchmen 
Rangers 


THE  RELATION  OF  GEOGRAPHY  TO  HEALTH  175 

2.  Regions  that  are  considered  as  health  localities 

Colorado  Springs 
Phoenix,  Arizona 
Mountain  resorts 

3.  Reasons  why  these  regions  are  health  regions 

Problems  which  may  be  worked  out  in  relation  to 
certain  localities  may  be  studied:  (1)  Why  the  hook 
worm  sickness  is  prevalent  in  the  southern  section; 

(2)  comparison  of  the  board  of  health  in  some  city  of 
the  United  States  with  conditions  in  foreign  countries; 

(3)  why  immigration  has  increased  disease;  (4)  why  it 
is  hard  for  Indians  to  live  in  houses. 

World  Outlook  in  the  Grammar  Grades  and  the  Junior 
High  School  —  In  the  preceding  grades  the  pupil  has 
increased  and  organized  his  knowledge  of  local  geog- 
raphy and  of  the  various  regions  of  the  earth.  In  the 
grammar  grades  and  junior  high  schools  the  earlier 
experiences  are  utilized  in  an  attempt  to  develop  world- 
mindedness  writh  respect  to  the  more  important  re- 
lationships. In  the  lower  grades  the  pupil  has  con- 
sidered the  various  ways  that  his  health  may  be  affected 
in  his  attempts  to  meet  his  needs  and  wants.  In  the 
intermediate  grades  he  has  learned  how  the  health  of 
other  people  is  affected  by  the  relations  they  sustain 
to  the  physical  environment,  especially  food,  water, 
and  air.  In  the  grammar  grades  the  health  concept 
earlier  developed  may  be  used  as  a  basis  for  a  con- 
sideration of  such  topics  as  (1)  the  division  of  the 
earth  into  health  zones;  (2)  the  distribution  of  people 
in  relation  to   the  varying  healthfulness  of  regions: 


176  EDUCATION   IN   HEALTH 

(3)  the  conditions  under  which  the  human  race  en- 
joys best  health;  (4)  an  interpretation  of  the  distri- 
bution of  civilization  in  relation  to  the  factors  con- 
ditioning health;  (5)  the  wonderful  battle,  world-wide 
in  scope,  that  has  been  waged  against  sickness  and 
disease;  (6)  the  possibilities  of  carrying  on  this  en- 
deavor more  aggressively  through  the  concerted  effort 
of  all  nations;  and  (7)  the  ultimate  possibility  that, 
in  part,  through  the  conquest  of  the  health  enemies 
of  man,  the  people  of  the  earth  may  live  comfortably 
and  happily  in  every  part  of  the  world  where  products 
useful  to  man  can  be  secured. 

Health  World-Mindedness  —  It  will  be  noted  that 
the  health  concepts  developed  in  the  lower  grades  are 
not  neglected  in  the  upper  grades,  but  the  conclusions 
drawn  in  the  home  geography  work  are  used  through 
contrasts  and  comparisons  in  the  interpretation  of 
the  attitude  of  other  people  toward  health  problems; 
while  the  varied  health  concepts  developed  in  the  study 
of  various  regions  are  invaluable  in  the  interpretation 
of  the  health  problems  of  world-wide  significance. 
The  problems  of  world-wide  significance,  in  turn, 
collectively  are  significant  in  the  development  of  a 
health  consciousness,  or  a  health  world-mindedness, 
which  will  cause  the  pupil  (1)  to  attempt  to  secure 
and  to  conserve  his  own  good  health;  (2)  to  cooperate 
in  conserving  the  good  health  of  the  community,  of 
the  state,  and  of  the  nation;  and  (3)  to  use  his  influence 
in  helping  to  bring  about  a  concerted  world-wide 
movement,  which  will  result  in  education,  legislation, 


THE   RELATION   OF   GEOGRAPHY   TO    HEALTH      177 

and  the  sympathetic  and  practical  cooperation  of  all 
people  with  the  view  of  controlling  disease  and  its 
spread,  and  with  the  view  of  promoting  good  health, 
the  fundamental  basis  of  maximum  happiness  and 
social  service. 

Observation  Report 

Teacher  —  I  notice  that  no  one  has  watered  our  corn 
this  morning.  When  Dorothy  got  that  water  before,  I 
was  just  wondering  where  that  water  came  from. 

Pupil  —  It  came  from  the  waterworks  at  the  Chain  of 
Rocks. 

Teacher  —  Directly  from  the  Chain  of  Rocks? 

Pupil  —  No. 

Another  Pupil  —  It  came  from  the  Mississippi  River. 

Teacher  —  Where  did  it  come  from  directly  before 
Dorothy  took  it? 

Pupil  —  From  the  reservoir  on  Lafayette. 

Teacher  —  And  from  where  before  that? 

Pupil  —  From  the  waterworks  at  the  Chain  of  Rocks. 

Teacher  —  Where  is  that? 

Pupil  —  North  of  St.  Louis  on  the  Mississippi  River. 

Teacher  —  Some  one  said  that  the  water  we  drink  comes 
from  the  Mississippi  River.  I  wouldn't  think  you  would 
care  to  drink  that  water.  This  is  the  way  that  water 
looks.  (The  teacher  has  a  sample  of  the  water  in  a  jar. 
She  shows  it  to  the  children.)  What  objection  would  you 
have  to  drinking  such  water? 

Pupil  —  There  would  be  germs  and  dirt  in  it. 

Teacher  —  The  people  of  St.  Louis  are  healthy  people. 
Is  it  possible  that  this  water  is  prepared  for  drinking  pur- 
poses in  St.  Louis? 


178  EDUCATION   IN   HEALTH 

Pupil  —  Yes,  it  is  filtered. 

Teacher  —  That  takes  the  impurities  out. 

Teacher  —  Does  filtering  take  everything  out? 

Teacher  —  Here  is  an  example.  A  family  having  a  farm 
on  which  was  a  well  always  had  malaria.  The  well 
was  investigated,  and  they  found  that  their  drill  had  gone 
through  some  old  wood  that  had  been  covered  up.  This 
wood  was  decayed,  and  the  water  was  coming  up  through 
that  wood  bringing  germs.  What  do  you  think  we  have 
to  consider  in  locating  our  house  and  well? 

Pupil — We  must  see  that  we  are  near  a  fresh  water  supply. 

Teacher  —  If  a  man  buys  a  farm  and  the  well  is  already 
built,  how  can  the  man  protect  himself? 

Pupil  —  He  could  have  some  one  inspect  the  water. 

Teacher  —  What  else  can  water  be  tested  for  besides 
dirt  and  germs?  Suppose  there  was  a  deposit  of  lead  neai 
the  well? 

Pupil  —  There  might  be  lead  in  the  water. 

Teacher  —  Suppose  the  water  carried  gases  from  decayed 
matter? 

Pupil  —  Those  gases  would  be  poisonous. 

Teacher  —  What  could  he  do? 

Pupil  —  He  could  boil  the  water  and  let  it  cool  before 
drinking  it. 

Teacher  —  What  would  be  the  objection? 

Pupil  —  It  would  take  too  long  for  the  water  to  cool. 

Teacher  —  What  should  we  do  before  we  dig  a  well? 

Pupil  —  Take  care  in  choosing  a  place  for  our  well. 

Teacher  —  Isn't  there  something  else  that  could  be  done? 

Pupil  —  We  could  find  out  where  the  dirt  is  coming  from. 

Teacher  —  Yes.  Perhaps  we  could,  and  then  check  the 
cause. 


THE   RELATION   OF   GEOGRAPHY   TO   HEALTH     179 

Pupil  —  We  could  filter  the  water. 

Teacher  —  Sometimes  a  filter  is  used.  It  is  a  tank  with 
a  stone  inside.  The  water  passes  through  this  stone  and 
in  that  way  is  filtered.  What  objection  would  you  have 
to  that  method? 

Pupil  —  It  takes  too  long. 

Teacher  — ■  Give  us  a  summary  of  the  things  that  we 
could  do  to  keep  our  water  pure. 

Pupil  —  W'e  could  test  it,  filter  it,  boil  it,  or  dig  a  well 
where  the  water  is  good. 

Teacher  —  Which  is  best? 

Pupil  —  Take  care  in  choosing  a  place  to  dig  our  well. 

Teacher  —  If  the  water  has  been  purified,  is  there  any 
way  that  we  could  get  germs  in  drinking  water? 

Pupil  —  Yes,  if  we  drink  out  of  dirty  cups. 

Teacher  —  Suppose  we  find  a  nice  sparkling  spring.  Is 
that  a  sign  that  the  water  is  pure? 

Pupil  —  No. 

Teacher  —  Some  of  the  farmers  in  Sedalia  have  a  man 
go  around  and  inspect  the  crops.  Do  you  think  the  farm- 
ers of  a  community  could  organize  themselves  and  pay  a 
man  to  inspect  the  water? 

Pupil  —  Yes. 

Teacher  —  What  do  you  want  to  remember  about  this 
talk? 

Pupil  —  Health  and  water  in  relation  to  each  other. 

Teacher  —  Good  health  depends  upon  pure  water. 


Chapter  IX 

ARITHMETIC'S   CONTRIBUTION   TO   HEALTH 
EDUCATION 

By  J.  Andrew  Drushel,  A.M. 

It  is  the  purpose  of  this  chapter  to  endeavor  to  answer 
the  questions  to  what  extent,  and  how,  may  proper 
arithmetical  matter  of  the  present  curriculum  con- 
tribute to  health  education. 

The  outcomes  of  good  teaching  about  health  are 
proper  health  habits,  knowledge  about  health  and 
disease,  right  ideals  about  health,  right  attitudes 
toward  health  and  disease,  right  conduct  where  health 
and  disease  are  concerned.  Unless  arithmetic  con- 
tributes rather  directly  to  the  acquiring  of  one  or 
more  of  these  outcomes,  it  has  no  place  in  the  program 
of  health  education. 

The  outcomes  of  good  arithmetic  teaching  are: 

(1)  Certain  numerical  responses  to  given  quantitative 
situations;  (2)  ability  to  compute  with  integers,  with 
mixed  numbers,   and  with  common  and  decimal  fractions; 

(3)  ability  to  discover  and  express  quantitative  relations; 

(4)  such  knowledge  of  business,  civic,  and  industrial  practices 
as  will  make  for  the  social  efficiency  of  the  pupils. 

It  is  in  this  last  named  part  of  the  arithmetic  course 
where  skillful  arithmetic  teaching  will  find  an  oppor- 
tunity to  provide  situations  which  will  incidentally 
give  some  knowledge  about  health.     If  such  situations 

180 


ARITHMETIC'S   AID   IN   HEALTH   EDUCATION      181 

are  often  brought  into  the  child's  life,  they  will  aid  in 
forming  ideals  about  health  which  may  later  develop 
into  a  right  attitude  toward  health  problems,  whether 
of  an  individual  or  of  a  community  nature. 

Arithmetic  in  the  Primary  and  Middle  Grades  —  It  is 
the  chief  business  of  the  arithmetic  teaching  of  the  pri- 
mary grades  to  secure  habitually  correct  responses  to 
certain  number  situations  and  to  give  the  child  an 
opportunity  to  acquire  some  skill  in  applying  these 
correct  responses  to  the  four  fundamental  processes 
with  integers  in  easy  examples  and  simple  problems. 
If  this  is  true,  it  follows  that  the  contribution  which 
arithmetic  can  make  to  health  education  in  the  first 
three  or  four  grades  is  neglible  for  purposes  of  this 
discussion. 

In  the  fifth  and  sixth  grades,  children  should  be 
concerned  primarily  with  acquiring  skill  in  the  four 
fundamental  processes  with  integers;  with  learning  the 
fundamental  facts  of  common  fractions,  of  decimal 
fractions,  and  of  percentage;  and  with  using  this 
knowledge  in  adding,  subtracting,  multiplying,  and 
dividing  such  common  fractions,  such  decimals,  and 
such  per  cents  as  are  likely  to  occur  in  the  ordinary 
affairs  of  life.  Secondarily,  these  grades  are  concerned 
somewhat  with  problem  solving  and  with  acquiring 
some  knowledge  of  the  ordinary  business  forms  and 
practices. 

Place  of  Arithmetic  in  a  Health  Program  —  If  these 
statements  are  valid,  it  follows  that  the  earliest  place  in 
the  arithmetic  course  of  study  where  any  contribution 


182  EDUCATION   IN   HEALTH 

of  considerable  value  can  be  made  to  health  education 
is  toward  the  end  of  the  sixth  grade,  or  at  the  begin- 
ning of  the  seventh.  Using  the  tools  of  arithmetic  as 
information  getting  instruments  is  an  important 
arithmetical  exercise  in  the  upper  grades.  It  is  at 
the  beginning  of  the  seventh  grade  that  the  study  of 
problem  material  for  its  social,  civic,  and  industrial 
values  can  be  made  with  considerable  profit  for  the 
first  time.  It  is  here  that  problem  material  and 
problem  discussion  may  contribute  something  to 
health  education  along  the  line  of  furnishing  an  oppor- 
tunity of  knowing  about  health  and  certain  diseases, 
and  possibly  along  the  line  of  helping  children  get  right 
attitudes  towards  individual  and  community  health, 
toward  health  regulations,  and  toward  certain  diseases. 

A  few  types  of  problem  situations  illustrating  the 
position  just  stated  are  submitted  on  the  next  few 
pages.  This  matter  is  intended  to  be  suggestive, 
rather   than    exhaustive. 

I.     Schoolroom  problems. 

Health  Knowledge  Getting  Situation 

1.  Why  is  the  modern  schoolroom  for  48  pupils 
30  feet  long,  25  feet  wide,  and  13  feet  high?  The 
teacher  must  know  that  this  problem  involves  the 
two  questions  of  proper  air  space  and  proper  floor 
space  for  each  pupil.  When  the  children  discover 
through    the    teacher    that    the    two    questions    are: 

(1)  What   is    the   proper   air   space   for   each   pupil? 

(2)  What  is  the  proper  floor  space  per  pupil?  the  arith- 


ARITHMETIC'S   AID   IN   HEALTH   EDUCATION      183 


metical  computation  involved  has  meaning  for  them, 
and  they  go  at  it  with  "pep." 

This  problem  should  lead  to  the  problem  of  the 
determination  of  the  air  space  and  floor  space  per 
pupil  of  their  own  schoolroom  by  measurement  and 
computation.  This  type  of  material  should  be  studied 
as  a  part  of  the  mensuration  work  in  the  7th  grade. 
II.  Problems  about  the  Selective  Draft* 
Under  the  operation  of  the  draft  in  the  recent  war, 
registrants  were  given  physical  examinations  to  de- 


70  TO  80 
WMM  65  TO  69 
W77A  60  TO  64 

■  50   TO   59 


termine  who  were  fit  for  military  service.  Those 
who  were  sent  to  camp  after  passing  the  local  exami- 
nation were  given  another  examination  by  the  army 
surgeons.  Additional  men  were  rejected  on  account 
of  defects  found  after  entering  camp. 


♦Modified  after  a  portion  of  the  Health  Chapter,  Book  Three,  Arithmetical  Es- 
sentials, by  Drushel-Noonan-Withers. 


184  EDUCATION   IN   HEALTH 

1.  From  these  two  examinations  data  have  been  found 
which  show  how  the  men  from  the  different  states  com- 
pared in  physical  qualifications.  The  above  map  (distribu- 
tion graph)  shows  four  classes  of  states.     What  are  they? 

2.  Name  the  states  which  showed  the  highest  per  cent 
of  physical  fitness.  How  many  are  there?  How  do  you 
account  for  Kentucky's  record? 

3.  Name  the  states  which  showed  the  lowest  per  cent 
of  physical  fitness.  These  states  divide  themselves  into 
two  groups:  those  which  attract  many  people  suffering  from 
certain  diseases  and  those  which  contain  a  huge  per  cent  of 
foreigners. 

4.  How  do  you  account  for  the  low  record  of  Michigan? 
Of  Washington?     Of  New  York? 

5.  The  records  show  that  every  100,000  country  boys 
furnished  for  the  military  service  4790  more  soldiers  than 
each  100,000  city  boys.  Express  this  superiority  in  per 
cent.  Why  are  country  boys  more  likely  to  be  physically 
fit  than  city  boys?  What  can  city  boys  do  to  improve 
their  physical  vigor? 

6.  An  analysis  of  the  causes  of  rejection  of  10,258  re- 
cruits of  the  first  selective  draft  in  1917  from  eight  differ- 
ent camps  shows  that  21.68%  were  rejected  on  account  of 
eye  defects  and  8.5%  were  rejected  on  account  of  tooth 
defects.  Find  the  number  rejected  on  account  of  these 
two  defects.  What  can  children  do  to  avoid  eye  and  tooth 
difficulties? 

7.  In  the  first  selective  draft  2,510,706  men  were  ex- 
amined; 730,756  of  this  number  were  rejected  on  account 
of  physical  defects.     Find  the  per  cent  rejected. 

Health  Knowledge  and  Health  Attitude  Getting  Situ- 
ation—  Problems   about   certain   diseases. 


ARITHMETIC'S   AID   IN   HEALTH   EDUCATION      185 

Health  value. — Provide  another  opportunity  for 
getting  correct  attitude  toward  typhoid  and  malaria. 

A .     Typhoid. 

I.  There  were  prior  to  1910  on  an  average  400,000  cases 
of  typhoid  in  this  country  each  year.  10%  of  them  were 
fatal.  It  is  estimated  that  75%  of  typhoid  is  unnecessary 
(that  is,  preventable). 

1.  How  many  typhoid  deaths  were  there  yearly  in  the 
U.S.? 

2.  How  many  of  these  deaths  were  preventable? 

3.  How  many  typhoid  cases  were  unnecessary? 

4.  If  it  costs  $100  to  fight  each  case  of  typhoid  when 
the  patient  recovers  and  an  additional  $100  for  each  fatal 
case  for  funeral  expenses,  what  is  the  yearly  cost  of  typhoid 
in  this  country?  Does  your  answer  represent  the  total 
loss  due  to  typhoid  in  this  country?  How  much  of  this 
loss  might  be  saved? 

Health  questions  which  should  grow  out  of  the 
arithmetical  matter: 

How  do  people  get  typhoid  fever? 

What  may  communities  do  to  reduce  the  number  of 
cases  of  typhoid? 

What  may  the  home  do  to  avoid  typhoid? 

What  may  boys  and  girls  do  to  help  the  community 
reduce  typhoid? 

To  help  the  home  avoid  typhoid? 

How  may  boys  and  girls  avoid  typhoid? 

In  the  case  of  city  children  the  foregoing  discussion 
will  pave  the  way  for  problems  about  purifying  water. 
These  are  submitted  as  suggestions. 


186  EDUCATION   IN   HEALTH 

1.  In  a  city  of  180,000  there  were  on  an  average  450 
cases  of  typhoid  each  year  when  unfiltered  water  was  used. 
After  filtered  water  was  used  the  cases  were  reduced  to  85 
a  year. 

a.  What  was  the  per  cent  of  decrease? 

b.  How  many  lives  yearly  were  saved  as  a  result  of  filter- 
ing the  water? 

c.  About  how  much  money  loss  due  to  typhoid  was  avoided 
each  year  as  a  result  of  decreasing  the  cases  of  typhoid  due 
to  filtered  water?  Do  you  think  it  pays  to  drink  filtered 
water? 

2.  A  city  of  750,000  people  used  in  a  certain  year  daily 
104.3  million  gallons  of  water.  The  cost  of  purifying  this 
water  was  $7.37  per  million  gallons. 

a.  Find  the  cost  of  purifying  the  water  for  one  year,  for 
one  day. 

b.  Find  the  per  capita  cost  of  purifying  the  water  for  one 
year,  for  one  clay. 

c.  How  much  more  per  person  does  it  cost  to  have  purified 
rather    than    unpurified    water? 

d.  In  this  city  the  typhoid  cases  and  deaths  average  1214 
and  206  yearly  for  the  5-year  period  before  the  water  was 
purified,  and  659  and  125  for  the  5-year  period  after  it  was 
purified. 

(1)  What  was  the  %  of  reduction  in  the  number  of 
cases? 

(2)  What  was  the  %  of  reduction  in  the  number  of  deaths? 

(3)  What  was  the  value  of  good  water  in  the  way  of 
reducing  typhoid  if  we  allow  $150  as  the  cost  of  fighting 
a  case,  $200  funeral  expenses  for  each  death,  and  $2400  as 
the  value  of  each  life  lost? 


ARITHMETIC'S   AID   IN   HEALTH   EDUCATION      187 

The  above  type  of  material  can  be  used  advanta- 
geously late  in  the  7th  grade  or  in  the  8th  grade. 

II.  The  following  table*  gives  the  typhoid  death  rate 
per  100,000  for  each  of  nine  large  cities  in  the  United  States 
for  the  period  from  1911  to  1918,  except  1916. 

Average 

City                                     1918  1917  1911-15 

Chicago 1.4  1.7  8.2 

Boston 2.5  2.9  8.0 

Philadelphia 3.0  6.2  11.2 

New  York 3.7  4.0  8.0 

Cleveland 4.7  7.1  10.0 

St.  Louis 7.2  7.5  12.1 

Pittsburgh 9.8  11.2  15.9 

Detroit 10.0  17.8  18.1 

Baltimore 12.2  15.5  23.7 

(1)  Construct  a  line  graph  for  1917  and  one  for  1918  on 
the  same  sheet,  showing  the  comparative  death  rates  of 
these  nine  cities.  Do  the  graphs  intersect  at  any  point?  At 
which  point  are  they  farthest  apart?     What  does  this  mean? 

(2)  Find  the  %  of  death  rate  reduction  for  each  city  from 
1911  to  1918. 

(3)  Which  city  shows  the  highest  %  of  reduction?  Which 
the  lowest? 

The  line  graphs  referred  to  in  the  first  problem  below 
the  table  are  here  represented  to  indicate  how  statis- 
tical material  about  health  or  disease  may  be  used  to 
show  progress  in  a  striking  manner. 

*Taken  from  Arithmetical  Essentials,  Book  III,  Drushel-Noonan- Withers,  by 
courtesy  of  the  publishers. 


188 


EDUCATION   IN   HEALTH 


Typical  health  questions  growing  out  of  the  above 
arithmetical  matter:  (1)  What  are  probable  causes  for 
the  reduction  of  the  death  rate  in  the  above  table? 
(2)  How  can  boys  and  girls  have  a  part  in  reducing 
the  number  of  typhoid  cases  in  their  community? 

B.  Malaria. 

1.  Malaria  is  a  disease  which  is  carried  from  one  person 
to  another  by  a  certain  type  of  mosquito.  A  person  can- 
not have  malaria  unless  bitten  by  this  mosquito.  Ague, 
chills,  and  intermittent  fever  are  simply  other  names  for 
malaria. 

2.  It  is  the  opinion  of  the  National  Conservation  Com- 
mission that  80%  of  the  malaria  of  this  country  can  be 
prevented. 


ARITHMETIC'S   AID   LN   HEALTH   EDUCATION      189 

3.  L.  O.  Howard,  entomologist  for  the  United  States 
Government,  estimates  that  there  are  yearly  in  this  country 
1,500,000  cases  of  malaria  and  15,000  deaths.  How  many 
unnecessary  cases  and  deaths  yearly?  What  can  school 
children  do  to  reduce  the  number  of  cases? 

4.  The  annual  economic  loss  in  the  United  States  due 
to  malaria  is  $100,000,000.  In  California  it  is  estimated 
at  $3,000,000.     How  much  of  this  loss  might  be  prevented? 

5.  The  annual  malaria  death  rate  of  St.  Louis  for  the  5-year 
period  1900  to  1904  with  an  average  population  of  474,000 
was  55;  for  the  5-year  period  1910  to  1914  with  an  average 
population  of  712,000  it  was  32.  Find  for  each  period  the 
average  death  rate  per  100,000  and  the  %  of  decrease. 

6.  In  certain  swampy  counties  in  this  country  whose 
average  population  for  the  period  1911  to  1914  was  666,000, 
there  was  an  annual  malaria  death  rate  of  1125.  What 
was  that  per  100,000?  What  can  such  regions  do  to  reduce 
this  death  rate? 

7.  A  decade  of  Malaria  Reduction  in  10  Cities  of  the 
United  States. 


City 


Richmond,  Va. 
Boston,  Mass. 
Toledo,  Ohio 
Chicago,  111. 
Kansas  City,  Mo. 
Philadelphia,  Fa. 
Charleston,  S.  C. 
Memphis,  Tenn. 
Evansville,  lnd. 
Louisville,  Ky. 


£3 

£  o- 

<  ft 

88,000 

574,000 

139,000 

1,801,000 

179,000 

1,347,000 

56,000 
105,000 

61,000 
209,000 


03 

T3 

0 

a 
0 

03 
0J 
T3 

ft 

0 

u  & 

&2 

03  "T3 

£g 

Sh     >-~> 

<L© 

s  3 

Sh    r*» 

CI  O 

>    ** 
<    ft 

II 

<  ft 

«8" 

18 

f 

131,000 

2.4 

? 

6 

? 

706,000 

1 

? 

7 

? 

176,000 

1.6 

? 

19 

? 

2,296,000 

7 

? 

12 

1 

266,000 

5.6 

? 

15.2 

1 

1,606,000 

8 

? 

35 

? 

59,000 

18.4 

? 

153 

? 

137,000 

102 

8 

? 

70,000 

5.6 

? 

10.6 

? 

230,000 

9.4 

-- 

? 
? 
? 
? 
? 
? 
? 
? 

? 
? 


190  EDUCATION   IN   HEALTH 

(1)  In  finding  the  value  of  each  question  mark  carry  the 
rate  per  100,000  to  tenths  and  rate  per  cent  to  tenths  of 
one  per  cent. 

(2)  What  seems  to  be  the  order  of  arrangement  of  the 
above  series  of  cities? 

(3)  Which  city  made  the  largest  %  of  reduction?  Which 
one  made  the  smallest  %  of  reduction? 

(4)  Name  the  5  cities  which  had  the  highest  death  rate 
per  100,000  from  1910-14.  Name  the  5  which  had  the 
highest  death  rate  from  1900-04. 

(5)  Compare  Evansville  with  Louisville.  What  infer- 
ence may  you  draw? 


Chapter  X 
HEALTH   INSTRUCTION   THROUGH   DRAWING 

By  Jean  Kimbek,  A.B.  and  Florence  A.  Everett 

To  a  program  in  health  instruction,  each  subject 
may  make  some  contribution.  Some  are  rich  in  content 
which  bears  on  health;  others  have  little  content,  but 
furnish  tools  with  which  to  handle  the  material  found 
elsewhere.  Language,  for  example,  furnishes  words 
with  which  to  work;  dramatization,  action;  arithmetic, 
quantitative  terms;  and,  in  a  similar  way,  drawing 
furnishes  form,  color,  and  space  relations. 

It  gives  modes  of  expression  not  found  in  any  of  the 
other  subjects.  Those  modes  commonly  used  in  the 
elementary  schools  are  representation,  construction, 
and  design.  In  each  of  them  it  is  necesssary  for  the 
child  to  have  a  clear  idea  of  what  he  wishes  to  express, 
to  select  those  features  which  are  best  adapted  to  the 
form  of  expression  he  intends  to  use,  and  to  plan  to 
use  his  materials  in  such  ways  as  to  bring  out  those 
features  most  effectively.  All  these  characteristics 
of  drawing  make  it  an  especially  valuable  means  for 
clarifying  the  child's  images,  for  focusing  his  attention 
on  salient  points  and  for  expressing  his  ideas  clearly 
and  forcefully.  Such  definite  images,  well  focalized 
attention,  and  clear  expression  are  nowhere  more  im- 
portant  than   in   developing   a   health   consciousness. 

To  illustrate  what  has  just  been  said,  let  us  assume 
that  the  question  of  posture  has  arisen  in  some  class 

191 


192  EDUCATION   IN   HEALTH 

and  that  the  teacher  has  suggested  that  it  would  be  a 
good  subject  for  a  picture  or  poster.  Before  the 
children  can  draw  the  picture,  there  must  be  a  thorough 
understanding  of  what  good  and  bad  posture  are. 
They  must  be  discussed  and  demonstrated.  Pictures 
ma}'  be  studied.  When  the  meaning  is  clear,  it  is 
necessary  to  decide  just  how  the  idea  can  be  expressed 
in  drawing.  What  is  the  direction  of  the  line  of  the 
back  when  one  is  standing  as  he  should?  How  does 
it  curve?  How  is  the  head  held?  Where  are  the 
feet  in  relation  to  the  head?  Through  questions, 
observation,  and  experimentation  with  lines,  the 
children  are  led  to  study  each  element  which  enters 
into  good  posture.  Finally  they  determine  what  lines 
best  express  these  elements  and  combine  them  in  a 
picture.  Later  study  of  the  drawings,  to  determine 
which  are  most  successful,  leads  to  a  review,  which 
should  fix  firmly  in  mind  the  facts  relating  to  posture. 

Construction  —  Many  topics  which  bear  on  health 
lend  themselves  better  to  construction  than  to  illus- 
tration, and,  wherever  possible,  this  method  should 
be  used,  because  things  constructed  are  more  like  the 
real  objects  than  any  picture.  They  can  be  handled, 
arranged,  and  rearranged,  and  make  excellent  play- 
things. From  the  standpoint  of  method,  too,  construc- 
tion projects  are  advantageous,  for  they  afford  oppor- 
tunities for  children  to  work  in  groups. 

To  illustrate  the  values  of  this  branch  of  drawing, 
we  may  take  the  topic,  "A  Healthful  Bedroom," 
which  may  have  arisen  in  home  economics  or  hygiene. 


HEALTH   INSTRUCTION   THROUGH    DRAWING      193 

Questions  which  occur  are :  How  large  should  the  room 
be?  How  can  we  obtain  air  without  draft?  Light, 
without  glare?  What  effect  will  the  color  and  design 
of  the  wall,  hangings,  and  floor  coverings  have?  What 
are  the  relative  merits  of  carpets  and  rugs?  Of  simple 
and  ornate  furniture?  The  children  should  study 
rooms  in  their  own  homes,  collect  pictures  of  furni- 
ture and  samples  of  paper.  When  the  essentials  of  a 
healthful  bedroom  are  clearly  understood,  methods 
of  representing  them  with  paper,  paste,  and  scissors 
must  be  found.  As  in  representative  drawing,  the 
discussions  following  the  completion  of  the  work 
should  give  opportunities  for  reviewing  essential  facts. 

Many  topics  cannot  be  constructed  and  are  too 
subtle  to  be  shown  in  the  children's  necessarily  crude 
drawings.  For  example,  cleanliness  of  hands  and 
face  could  not  be  illustrated  because  the  children  can- 
not draw  hands  and  faces.  They  can,  however, 
collect  pictures  relating  to  cleanliness.  The  part 
which  is  essentially  an  art  problem  is  the  determi- 
nation of  which  are  the  most  expressive  pictures,  and 
the  mounting,  labeling,  and  displaying  of  them  in  the 
most  telling  fashion.  Other  forms  of  design  will  be 
suggested  below. 

Study  of  Pictures  —  In  addition  to  the  technical 
work  described,  many  schools  devote  some  time  to 
study  of  pictures  and  sculpture.  This  may  be  done 
as  part  of  the  art  work  or  in  connection  with  language. 
Insofar  as  it  promotes  a  pleasant  use  of  leisure  time, 
this  study  bears  indirectly  on  health.     It  may  have  a 


194  EDUCATION   IN   HEALTH 

direct  bearing,  also,  if  the  subjects  chosen  show  the 
beauty  and  joy  of  health  and  the  discussions  tend  to 
bring  out  these  points. 

All  the  uses  of  drawing  which  have  been  suggested 
are  of  value  in  reviewing  the  information  obtained  in 
other  subjects  and  in  creating  attitudes  and  ideals. 
Habits  affecting  health  can  be  established,  in  connection 
with  drawing,  only  in  a  limited  degree.  They  should 
be  fixed  in  the  primary  grades  at  the  time  the  children 
are  learning  to  use  the  various  tools  and  materials,  and 
will  be  listed  specifically  later. 

The  topics  given  below  are  merely  typical.  The  list 
may  be  greatly  increased  by  any  teacher  who  realizes 
the  value  of  drawing  in  this  connection.  They  have 
been  organized  under  groups  of  grades  on  the  assump- 
tion that  little  children  are  interested  chiefly  in  their 
immediate  surroundings  and  that  their  interests 
gradually  broaden  to  include  larger  social  groups. 
Under  each  group  of  grades  topics  have  been  suggested 
for  each  of  the  modes  of  expression  discussed  above, 
and  they  have  been  arranged  so  that  their  execution 
demands  increasing  technical  skill. 

Relation  of  Drawing  to  Other  Subjects  ■ —  We  have 
pointed  out  in  several  cases  the  subject  out  of  which 
the  material  for  drawing  naturally  grows,  for  we  are 
thoroughly  convinced  that  the  value  of  drawing  in 
health  instruction  is  as  a  tool  with  which  to  handle 
in  new  ways  and  to  throw  into  other  forms  the  content 
which  is  found  on  other  subjects.  In  proportion  to 
the  number  of  ways  in  which  this  content  is  used  and 


HEALTH    INSTRUCTION    THROUGH    DRAW  IXC       L95 

the  number  of  angles  from  which  it  is  viewed  will  the 
children  develop  a  health  consciousness. 

Topics  Appropriate  for  Use  in  Drawing—  Lower 
Grades  —  I.  Representation,  using  crayons,  scissors, 
and  clay. 

1.  Illustrations  of 

Good  times  in  the  fresh  air,  as  "Games  We  Play 
in  Our  Yard,"  "A  Trip  to  the  Park." 

Helping  mother,  as  "Washing  the  Dishes,"  "Clean- 
ing House. " 

Helping  father,  as  "Cleaning  the  Yard,"  "Making 
a  Garden." 

Buying,  preparing,  and  preserving  foods,  as  "A 
Good  Grocery  Store." 

2.  Drawings  of 

Our  Winter  Clothes 
Our  Rainy  Day  Clothes 
Vegetables  Which  Make  Us  Strong. 

II.  Construction,  using  sandtable,  clay,  blocks, 
boxes,  and  heavy  paper. 

A  Healthful  Neighborhood 

The  Park 

A  Fresh  Air  School 

A  Grocery  Store. 

III.  Design,  using  crayons  or  scissors. 

Mounting  and  labeling  of  pictures  collected  to  illustrate 
such  subjects  as  "Friends  and  Enemies  of  Health"  (tooth- 


196  EDUCATION   IN   HEALTH 

brushes,  soap,  flies,  etc.);  "A  good  breakfast"  (lunch  or  din- 
ner) . 

(Material  treated  in  this  way  may  be  filed,  used  on  charts 
or  bulletin  boards,  or  arranged  in  booklets  along  with  the 
children's  drawings  and  written  work. 

Designing  of  symbols  to  be  used  on  booklets. 

Community  posters  on  such  topics  as  "Games,"  "Our 
Playground,"    "A    Picnic." 

Lettering  of  titles  for  booklets  and  slogans  for  posters. 

IV.  Picture  study  of  subjects  illustrating  outdoor 
life  and  parental  care. 

Millet:  The  First  Step. 

Jessie  Wilcox  Smith:  Illustrations  of  Mother  Goose 
Rhymes. 

Health  Habits. 

1.  One  should  maintain  good  posture  when  drawing. 

2.  The  room  should  be  kept  free  from  scraps  and  dirt 
for  hygienic  as  well  as  aesthetic  reasons. 

3.  The  hands,  with  which  children  handle  materials 
used  by  others,  should  be  kept  clean. 

4.  Scissors,  when  not  in  use,  should  be  on  the  desk  — 
not  in  the  hands. 

5.  Pencils,  crayons,  and  brushes  should  be  kept  out  of 
mouths,   nostrils,   and   ears. 

6.  Handkerchiefs  should  not  be  used  as  paint  rags  nor 
blackboard  eraser. 

7.  Paste  should  not  be  eaten. 

Intermediate  Grades  —  I.  Representation,  using  cray- 
ons, pencils,  scissors,  and  water  colors. 


HEALTH    INSTRUCTION    THROUGH    DRAW  IXC      197 

Illustration  of  — 

Vigorous  outdoor  games  for  boys 

Camping 

Hiking 

Healthful  work  and  play  in  the  city  or  on  the  farm. 
Object  drawing,  especially  for  use  in  illustration  and  posters: 

Receptacles  used  for  food  and  milk 

Good  and  bad  cans. 

II.  Construction,  using  sandtable,  boxes,  clay,  and 
heavy  paper. 

A  convenient  and  sanitary  kitchen2 

A  pleasant  place  to  eat2 

A  healthful  bedroom2 

A  dairy3 

A  series  of  buildings  showing  the  evolution  of  the  home1 

III.  Design,  using  crayons,  scissors,  and  water  colors. 

Health  sjmibols  for  booklet  covers  and  badges  of  health 
clubs. 
Posters. 
Mounting,  labeling,  and  displaying  of  pictures. 

(a)  illustrating    such    topics  as:  Healthful  places  to 
visit. 

(b)  bComparing 

Wholesome  and  unwholesome  foods 

Good  and  bad  posters 

Good  and  bad  housing  conditions. 

IV.  Picture    study    of    outdoor    life    and    vigorous 
exercise : 


1  See  History,  pages  152-164. 

2  See  Home  Economics,  pages  210-214. 

3  See  Geography,  pages  165-179. 


198  EDUCATION   IN   HEALTH 

Millet:  The  Sower. 
Breton:  Song  of  the  Lark. 
Machiel:  The  Sunbow  (a  statue). 

Upper  Grades: 

I.  Representation,  using  pencil,  crayons,  and  water 
colors. 

Object  drawing,  as  needed  for  posters. 
Figure  drawing,  as  needed  for  posters. 
Diagram1  and  maps1. 

II.  Construction,  using  sandtable  and  other  avail- 
able materials. 

Drainage1. 

A  Sanitary  Construction  Camp.2 

III.  Design. 

Pennants,  badges,  and  insignia  for  use  in  health  clubs  and 
contests. 

Costumes,  stage  properties,  and  scenery  for  health  plays. 

Posters. 

Collecting,  mounting,   and  labeling  of 

Pictures  and   accounts   of  national   and   international 

games  and  contests. 
Pictures  of  furniture  and  utensils  which  are  convenient 

and  sanitary. 
Materials  appropriate  for  winter,  summer,  rain. 
Costumes  adapted  to  various  climates  and  seasons. 

IV.  Picture  study  of  subjects  showing  unhampered 
movement,    vigor    of   health. 

The  Winged  Victory. 

1  See  Geography,  pages  165-179. 

2  See  Civics,  page  138-151. 


Chapter  XI 

MANUAL   TRAINING   AND    HOME   ECONOMICS    AS 
RELATED   TO   HEALTH   EDUCATION 

By  Marion  J.  Mayo,  Ph.D.,  Thomas  J.  Rucker,  A.B. 
Edena  Schaumberg 

A.  Manual  Training  —  The  function  of  manual 
training  in  the  elementary  schools  is  the  development  of 
certain  forms  of  mental  and  motor  control  that  will 
be  directly  or  indirectly  serviceable  in  subsequent  life. 
The  practice  of  many  of  the  manual  arts  is  itself  a 
form  of  bodily  exercise.  These  arts,  therefore,  relate 
themselves  immediately  to  health  in  so  far  as  they 
develop  physical  tone,  strength,  and  vitality.  They 
tend  to  develop  and  conserve  the  physical  vigor  and 
health  of  the  school  by  furnishing  a  variety  of  needed 
bodily  activity. 

The  manual  arts  do  not  lend  themselves  in  any 
large  way  to  imparting  health  instruction.  No  attempt 
has  been  made  to  present  a  set  of  problems  to  be  taken 
up  from  grade  to  grade  with  the  course  of  study  as  at 
present  constituted.  A  knowledge  of  tools  and  ma- 
terials and  manual  processes  may,  however,  have  a 
bearing  upon  some  important  matters  of  health— 
particularly  the  matter  of  occupational  health.  Occa- 
sion may  be  taken  for  giving  the  pupils  instruction 
about  occupational  diseases  and  how  they  may  be 
avoided.     A  knowledge  of  occupational  or  industrial 

199 


200  EDUCATION   IN   HEALTH 

health  may  be  of  value  to  the  pupils  in  selecting  per- 
manent occupations. 

Manual  Training  and  Cleanliness  —  On  the  other 
hand  it  will  be  clear  that  the  manual  training  shop 
affords  occasion  for  inculcating  habits  of  order  and 
cleanliness  that  have  a  direct  bearing  upon  health. 
Life  in  the  shop  should  be  made  to  contribute  to  the 
systematic  building  up  of  a  set  of  hygienic  work 
habits.  Maintaining  a  correct  posture  during  work 
hours,  attending  to  matters  of  light  and  ventilation 
in  the  shop,  and  having  an  eye  to  conditions  of  safety 
and  sanitation  in  the  immediate  working  environment 
should  as  far  as  possible  be  reduced  to  habit.  A  clean, 
orderly,  sanitary  shop  should  be  maintained  in  every 
school.  Cleaning  up  and  setting  the  shop  in  order 
after  work  should  be  a  matter  of  daily  routine.  Out- 
of-the-way  corners  must  not  be  allowed  to  accumu- 
late rubbish,  dirt,  and  filth.  Washing  the  hands  and 
face  and  tidying  up  after  work  should  be  a  matter  of 
fixed  habit.  The  routine  life  of  the  shop  should  re- 
sult in  health  habits  and  ideals  that  will  function  in 
similar  situations  in  the  subsequent  life  of  the  child. 

In  the  case  of  shop  accidents,  such  as  bruises,  cuts, 
and  skin  abrasions,  infection  must  be  forestalled  by 
immediate  sanitary  treatment.  This  habit  well  formed 
and  reinforced  by  a  knowledge  of  the  possible  conse- 
quences of  neglect,  may  constitute  an  important  safe- 
guard for  the  future  health  of  the  child. 

In  the  manual  training  shop,  many  projects  arise 
that  may  be  definitely  related  to  health.     Thus,  the 


MANUAL   TRAINING  AND   HEALTH   EDUCATION  201 

boy  who  chooses  the  making  of  a  fly  trap  as  his  pro- 
ject is  probably  already  interested  in  the  relation  of 
the  house-fly  to  the  health  of  the  family,  and  the 
teacher  may  direct  this  interest  into  channels  that 
will  lead  to  enlarged  information  on  this  subject. 
Or  a  boy  may  choose  to  make  a  rack  for  milk  bottles. 
In  this  connection  he  would  be  apt  to  enjoy  reading 
scientific  articles  on  pure  milk  and  how  milk  is  kept 
free  from  contamination.  Other  projects  that  relate 
to  the  home,  as  the  individual  towel  rack,  tooth  brush 
holder,  comb  tray,  window  boards,  etc.,  may  lead  to 
valuable  health  suggestions,  attitudes,  and  habits. 
While  there  would  probably  be  no  time  for  class  reports 
or  discussions  on  such  health  topics,  yet  much  valuable 
information  of  this  kind  would  undoubtedly  be  dis- 
seminated among  the  pupils  through  the  social  life 
of  the  shop.  The  teacher,  if  interested  and  alive  to 
his  opportunity,  may  do  much  to  encourage  this 
process  as  an  incidental  aim  of  his  work. 

B.  Home  Economics  as  Related  to  Health  Education. 

Home  Economics  aims  at  the  intelligent  manage- 
ment of  the  household.  It  aims  at  the  scientific  and, 
so  far  as  possible,  the  artistic  clothing,  feeding,  and 
housing  of  the  family.  It  would  keep  every  member 
of  the  household  physically  and  mentally  fit.  The 
health  of  the  family  is  one  of  its  main  objectives. 

Home  Economics  concerns  itself  with  sanitary 
household  conditions.  Every  one  should  know  when 
a  house  is  properly  lighted  and  ventilated  and  has 
the  requisite  amount  of  air  and  sunshine.     The  fun- 


202  EDUCATION    IN    HEALTH 

damentals  of  household  sanitation  should  be  com- 
mon knowledge.  But  it  must  not  be  assumed  that 
a  sound  knowledge  of  modern  housekeeping  is  handed 
down  to  the  child  in  a  purely  traditional  way.  The 
child  must  be  taught  how  to  keep  walls  and  floors, 
closets,  stairways,  cellars,  bedrooms,  bath  rooms, 
and  kitchens  in  a  safe  and  sanitary  condition. 

Home  Economics  teaches  the  relation  of  food  to 
health.  Not  only  minor  illness,  but  much  serious 
and  chronic  illness  results  in  the  family  from  inade- 
quate knowledge  of  correct  diet.  The  child  should 
be  taught  what  foods  to  eat  to  keep  him  strong  and 
healthy.  The  prospective  manager  of  a  modern 
household  should  not  leave  the  school  without  some 
knowledge  of  what  foods  should  be  purchased  for  the 
family  table,  when  and  how  to  purchase  them,  how 
to  preserve  them  or  keep  them  in  a  fresh  and  sanitary 
condition,  and  how  to  prepare  them  for  the  table  in 
quantities  and  proportions  suited  to  every  member 
of  the  household  and  to  the  various  seasons  of  the 
year. 

The  child  should  be  instructed  in  how  to  clothe  the 
body  properly.  Every  child  should  be  taught  the 
relation  of  clothing  to  health,  both  in  its  make  and 
material,  and  how  it  should  be  varied  to  meet  seasonal 
changes.  Much  illness,  minor  and  serious,  both 
among  children  and  adults,  results  from  obvious 
indiscretions  in  the  matter  of  clothing  the  body  prop- 
erly. How  to  select  clothes,  how  to  protect  them  from 
dust  and  moths  and  keep  them  in  a  proper  state  of 


MANUAL   TRAINING   AND   HEALTH   EDUCATION  203 

cleanliness  and  repair  is  essential  knowledge  in  the 
modern  household. 

The  instruction  and  training  of  Home  Economics 
should  tend  directly  toward  the  improvement  of 
both  individual  and  community  health.  The  Home 
Economics  department  can  cooperate  with  the  health 
clubs,  in  their  endeavor  to  help  improve  the  sanitary 
condition  of  the  stores  and  markets  of  the  neighbor- 
hood, as  well  as  those  of  the  school,  or  in  trying  to 
improve  the  choice  of  school  lunch,  or  the  more  exten- 
sive use  of  milk  by  school  children. 

The  Home  Economics  work  should  be  related  to 
the  other  school  subjects  wherever  possible,  in  trying 
to  emphasize  the  promotion  of  health.  Thus  habits 
of  cleanliness  and  manipulation  that  lead  to  proper 
results  can  be  established.  Such  habits  can  be  car- 
ried over  directly  into  the  home,  and  hence  help 
obtain  the  desired  standards  of  the  care  of  the  home 
in  general,  that  will  lead  to  more  healthful  living  for 
the  entire  family. 

In  many  cases  the  Home  Economics  work  can  be 
related  to  other  school  subjects  in  such  a  way  that 
practical  application  can  be  made  of  the  knowledge 
obtained  in  the  class  room.  For  example,  in  the 
intermediate  grades,  when  the  milk  supply  is  being 
studied  and  the  pasteurization  of  milk  considered, 
the  class  might  actually  pasteurize  milk  in  the  Home 
Economics  laboratory.  This  class  would  be  the  one 
studying  infant  care  and  feeding,  so  that  the  work 
would  be  vital  to  them. 


204  EDUCATION  IN  HEALTH 

Home  Economics  work  may  be  begun  in  the  inter- 
mediate grades,  although  generally  not  begun  until 
the  upper  grades.  However,  this  department  might 
assist  in  promoting  health  education  in  the  primary 
grades  by  the  occasional  use  of  the  laboratory  and 
equipment  in  some  such  ways  as  are  here  suggested: 
Comparison  of  the  house  constructed  and  furnished 
by  the  children  with  the  housekeeping  rooms  that 
are  part  of  the  Home  Economics  laboratory;  Making 
of  costumes  or  parts  of  costumes  for  health  plays; 
Dressing  dolls  in  suitable  clothing  for  summer  or 
winter;  Making  butter  or  cheese,  following  a  visit 
to  the  dairy;  Making  toast,  following  a  visit  to  the 
bakery. 

In  the  following  outline  the  health  problems  are 
classified  according  to  their  relation  to  the  study  of 
food,  clothing,  and  shelter  in  the  intermediate  and 
upper  grades. 

Intermediate  Grades  —  In  the  intermediate  grades 
health  habits  can  be  established,  and  knowledge  and 
attitudes  obtained,  through  the  practical  application 
in  the  Home  Economics  laboratory  of  the  preparation 
of  foods,  making  of  clothing,  making  of  articles  for 
the  home,  and  caring  for  the  home.  The  suggested 
health  problems  for  these  grades  are  divided  into  those 
relating  to  the  study  of  food,  clothing,  and  shelter. 

Selection  and  preparation  of  food  —  What  foods 
should  we  eat  for  breakfast  in  order  to  stay  healthy 
and  grow?  What  can  we  take  to  school  for  lunch  that 
will  be  good  for  us  and  keep  us  well?     What  can  we 


MANUAL   TRAINING   AND   HEALTH  EDUCATION  205 

select  from  the  menu  at  the  school  lunch  room  that 
will  make  us  strong  and  keep  well?  What  shall  we 
eat  for  dinner  that  we  may  stay  strong  and  well? 
Why  must  we  eat  fruit  and  vegetables  in  order  to 
stay  healthy?  Why  must  we  learn  to  eat  all  kinds 
of  foods,  not  only  a  few  we  especially  like,  to  grow 
and  be  strong  and  healthy?  How  much  water  should 
boys  and  girls  drink  every  day  in  order  to  keep  well? 
Does  the  baby  reed  the  same  amount?  Do  mother 
and  father  need  any  more?  What  besides  water 
should  boys  and  girls  drink  every  day  to  help  them 
grow  and  stay  healthy?  How  much  milk  should 
they  drink  each  day?  Do  any  other  members  of  the 
family  need  milk?  How  much?  Why  should  we 
drink  milk  or  cocoa  instead  of  tea  and  coffee  if  we 
want  to  grow  and  be  healthy  and  strong?  How 
should  we  care  for  milk  in  the  home  in  order  that  it 
may  be  most  healthful  as  food?  How  can  we  pas- 
teurize milk  at  home  to  make  it  more  healthful  for 
the  baby?  What  food  should  the  baby  have  in  order 
to  stay  well  and   grow? 

Dishwashing  and  disposal  of  waste  —  How  should 
dishes  be  washed  that  they  may  be  clean  and  the 
food  served  on  them  healthful?  How  should  dishes 
be  handled  in  setting  the  table  and  in  serving?  What 
care  should  the  kitchen  towels  have  in  order  that 
the  dishes  be  clean  and  sanitary?  Why  should  we 
have  "dish"  towels  and  "hand"  towels  in  the 
kitchen?  What  disposal  should  be  made  of  the 
garbage  in  order  to  keep  the  kitchen  in  a  sanitary  and 


206  EDUCATION  IN  HEALTH 

healthful  state?  What  disposal  should  be  made  of 
other  waste  materials? 

Good  Habits  —  Why  should  we  wash  our  hands 
before  touching  any  foodstuffs?  Why  should  our  nails 
be  properly  cut  and  cleaned  before  we  handle  food- 
stuffs? What  habits  of  cleanliness  should  the  members 
of  the  family  observe  before  sitting  down  to  the  table? 
What  has  the  regularity  of  meals  to  do  with  promoting 
the  general  health  of  the  family?  Should  we  eat 
between  meals  if  we  want  to  stay  healthy?  If  so, 
what  should  we  eat?  When  should  we  eat  candy 
and  sweets  if  we  want  to  stay  healthy?  What  habits 
of  eating  should  all  members  of  the  family  have  so 
that  their  food  will  be  most  healthful  to  them?  What 
care  must  be  given  our  teeth  after  meals  in  order  to 
keep  them  in  good  condition  and,  hence,  keep  our 
bodies  well? 

Clothing  Undergarments.      Of    what    material 

should  our  undergarments  be  made  to  be  most  health- 
ful? In  summer?  In  winter?  How  should  we  be 
clothed  at  night  in  order  to  have  the  most  restful  and 
healthful  sleep?  Of  what  materials  should  our  night 
clothing  be  made  in  summer?     In  winter? 

Care  and  Repair  of  Clothing  —  What  care  should 
we  take  of  our  clothing  in  order  that  it  may  be  kept  in 
a  clean  and  healthful  condition?  How  does  the  repair 
of  clothing  relate  to  health?  How  does  the  wearing  of 
a  clean  cooking  outfit,  when  preparing  foodstuffs, 
relate  to  health?  What  clothing  must  the  baby  have 
so  that  it  may  grow  and  be  healthy?     How  shall  we 


MANUAL   TRAINING   AND   HEALTH   EDUCATION  207 

clothe  the  baby  in  summer?  In  winter?  How  should 
the  body  be  clothed  at  night  in  order  to  have  the 
most  restful  and  healthful  sleep?  Why  do  we  dust 
the  sewing  tables  and  machines  before  starting  to 
work?  Why  should  we  cut  threads  instead  of  biting 
them?  Why  should  we  keep  needles  and  pins  out  of 
our  mouths  while  working?  What  is  the  most  health- 
ful position  of  the  body  when  sewing? 

Daily  Care  of  the  House  —  How  should  we  do  the 
daily  dusting  in  order  to  keep  our  house  in  a  health- 
ful condition?  What  can  we  do  at  home  each  day  to 
help  keep  it  clean  and  sanitary?  How  shall  we  care 
for  the  living  room  in  order  to  make  it  a  healthful 
place  for  the  family's  rest  and  recreation?  How  shall 
we  care  for  the  dining  room  in  order  to  make  it  a 
healthful  place  wherein  to  serve  the  meals?  How 
shall  we  care  for  the  kitchen,  that  it  may  be  a  proper 
place  to  prepare  healthful  food?  What  care  should 
be  taken  of  the  kitchen  sink  and  plumbing  to  keep 
them  in  a  sanitary  condition?  The  refrigerator? 
How  shall  we  care  for  the  bedrooms  that  they  may  be 
healthful  places  in  which  to  sleep  and  dress?  How 
shall  we  care  for  the  beds  that  they  may  be  kept  in  a 
clean  and  sanitary  condition?  What  special  care 
should  be  taken  of  the  bedroom  when  some  one  is  sick? 
How  shall  we  care  for  the  bathroom  in  order  to  keep  it 
in  a  sanitary  condition?  How  shall  we  care  for  the 
walls  and  woodwork  to  keep  our  home  in  a  sanitary 
condition?  How  shall  we  care  for  the  floors  in  order 
to  keep  our  home  in  a  clean  and  sanitary  condition? 


208  EDUCATION   IN  HEALTH 

What  habits  of  cleanliness  should  a  housekeeper 
have? 

Upper  Grades  —  In  the  upper  grades  the  girls  should 
realize  that  the  right  health  habits  and  knowledge 
and  attitudes  can  be  made  to  function  in  the  home 
for  the  benefit  of  the  entire  family.  Foods  may  be 
prepared  in  quantities  for  a  family,  and  meals  planned 
and  served.  Foods  may  be  selected  for  their  health- 
fulness  as  well  as  economy,  and  the  students  may 
assist  in  marketing  for  the  home.  Goods  for  the 
invalid  may  be  prepared,  and  the  preservation  of 
foods  considered.  Clothing  may  be  made  for  various 
members  of  the  family,  with  a  view  to  its  healthful- 
ness  as  well  as  season,  economy,  and  laundering. 
Household  management  may  be  considered  from  the 
standpoint  of  making  the  home  the  most  healthful 
place  for  the  family  living  there.  An  attempt  should  be 
made  in  these  upper  grades  to  obtain,  not  only  the 
health  habits,  knowledge,  and  attitudes  concerning 
the  various  phases  of  home-making,  but  also  the  ideals 
of  healthful  living. 

The  suggested  health  problems  for  these  grades  are 
divided  into  those  relating  to  the  study  of  (I)  Food, 
(II)  Clothing,  and  (III)  Shelter. 

Classification  of  Foods — Food  Principles  —  What 
foods  will  replace  and  repair  the  muscular  tissues 
and  hence  aid  health?  What  foods  must  we  eat  to 
furnish  our  bodies  with  energy?  What  foods  must 
we  eat  to  furnish  our  bodies  with  heat?  What  foods 
will  replace  the  bone  and  nerve  tissues  of  the  body? 


MANUAL   TRAINING    AND   HEALTH   EDUCATION  209 

What  food  regulates  the  body  temperature  and  pro- 
cesses? 

Meal  Planning — Menus  —  What  can  the  family 
eat  for  breakfast  that  will  keep  each  member  well 
and  strong?  For  luncheon  or  supper?  For  dinner? 
How  does  variety  in  the  diet  promote  the  health  of 
the  family?  What  are  some  of  the  combinations  of 
foods  that  make  healthful  and  attractive  meals? 

Marketing  —  What  fresh  vegetables  can  be  obtained 
in  winter  that  will  make  the  menu  more  healthful  than 
using  only  canned  vegetables?  What  are  some  of 
the  conditions  we  should  observe  in  selecting  the  stores 
and  markets  where  we  purchase  foodstuffs?  How 
shall  we  care  for  the  food  when  it  comes  from  the 
market  in  order  that  it  may  be  most  beneficial  to  the 
family  when  prepared?  Why  are  under-ripe  or  over- 
ripe fruits  apt  to  be  unhealthful?  Compare  the  health- 
fulness  of  oleomargarine  and  butter.  Which  is  the 
more  healthful  in  proportion  to  the  amount  of  money 
spent,    "ready-prepared"    or   "home-cooked"    cereals? 

Preservation  of  Foods  —  What  precautions  must  be 
taken  in  the  preservation  of  foods  so  that  they  will  be 
in  a  healthful  condition  when  ready  for  use?  Compare 
the  healthfulness  of  fresh  and  preserved  foods?  What 
precautions  must  be  taken  in  the  purchase  and  use  of 
canned  foods?  How  may  we  test  and  preserve  eggs 
so  that  they  will  retain  their  freshness? 

Storage  of  Foods  —  What  precautions  must  be  taken 
in  the  storage  of  foods,  to  keep  them  in  a  clean  and 
healthful  condition?     How  shall  we  care  for  the  re- 


210  EDUCATION    IN   HEALTH 

frigerator  in  order  that  the  food  kept  in  it  may  stay 
fresh  and  healthful?  How  shall  we  care  for  the  pantry 
so  that  the  foods  stored  there  may  be  kept  clean  and 
sanitary?  What  care  should  be  taken  of  food  left 
over  after  a  meal  so  that  it  may  be  kept  in  a  healthful 
condition  until  ready  for  use? 

Food  for  the  Invalid  —  What  foods  shall  we  prepare 
for  the  sick  member  of  the  family  so  that  he  or 
she  may  become  well  and  strong  again?  How  shall 
such  food  be  served  to  the  invalid  so  as  to  be  most 
beneficial? 

Preparation  of  Foods  —  How  are  economy  and 
health  closely  related  in  the  preparation  of  foodstuffs, 
as  in  paring  of  vegetables,  and  fruits?  Why  must 
food  be  prepared  properly  to  be  healthful?  What 
are  the  advantages  and  disadvantages  of  cooking  food 
so  far  as  their  healthfulness  is  concerned?  How 
might  the  wearing  of  jewelry,  such  as  rings,  bracelets, 
and  bracelet  watches,  impair  the  healthfulness  of  the 
food  prepared?  How  may  the  continued  use  of  hot 
water  from  the  faucet,  in  place  of  boiled  cold  water, 
in  cooking,  impair  the  health?  What  habits  of  cleanli- 
ness should  a  cook  have?  What  method  of  tasting 
food  should  the  cook  observe  so  that  the  healthful- 
ness of  the  food  may  not  be  impaired? 

Serving  —  What  habits  of  cleanliness  should  we 
observe  in  serving  foods?  What  habits  of  cleanliness 
should  a  waitress  have?  What  are  some  of  the  sani- 
tary precautions  we  should  observe  in  selecting  an 
eating  place  for  a  meal  away  from  home? 


MANUAL   TRAINING    AND   HEALTH   EDUCATION   211 

Relation  of  Food  and  Normal  Weight  —  What  food- 
can  I  eat  to  help  bring  my  weight  up  to  the  standard 
for  the  normal  child  of  my  age  and  height?  Of  what 
foods  should  I  eat  sparingly  to  try  to  get  my  weight 
within  the  limits  of  those  for  a  normal  child  of  my  age 
and  height? 

Clothing — Outer  garments  —  How  does  the  kind  of 
clothing  we  wear  affect  the  health?  What  materials 
are  most  healthful  for  our  summer  clothing?  What 
materials  are  most  healthful  for  our  winter  clothing? 
How  should  we  care  for  the  family's  winter  clothing 
during  the  summer  in  order  that  it  may  be  clean  and 
sanitary  when  ready  for  use?  How  should  we  care  for 
the  summer  clothing  during  the  winter  so  that  it  may 
be  clean  and  healthful  when  ready  for  use?  What 
clothing  does  little  sister  need  so  that  she  may  grow 
and  be  healthy?  Little  brother?  What  materials  are 
most  healthful  for  their  summer  clothing?  Winter 
clothing? 

Laundering  —  How  does  the  laundering  of  new 
undergarments  before  wearing  make  their  use  more 
healthful  to  the  wearer?  How  is  laundering  closely 
related  to  the  family  health?  What  equipment  should 
the  household  have  in  order  that  the  laundering  may  be 
done  in  the  most  sanitary  and  healthful  way?  What 
care  should  be  taken  of  the  laundry  equipment  so 
that  the  clothing  may  be  clean  and  sanitary  when 
laundered? 

Shelter — House  Furnishing  —  How  shall  we  furnish 
the  living  room  so  as  to  make  it  a  healthful  as  well 


212  EDUCATION   IN   HEALTH 

as  a  restful  room?  How  shall  we  furnish  the  dining 
room  in  order  that  it  may  be  a  healthful  as  well  as 
attractive  and  proper  place  to  serve  the  meals?  What 
care  should  the  table  linens  have  so  as  to  be  kept 
clean  and  healthful?  How  should  the  bed  rooms  be 
furnished  so  that  the  most  healthful  conditions  will 
prevail?  What  care  should  the  bedding  and  household 
linens  have  in  order  to  be  kept  in  a  clean  and  health- 
ful state?  How  should  the  kitchen  be  furnished  so  that 
food  may  be  prepared  in  the  most  healthful  manner? 
Household  Management  —  How  will  making  a  family 
budget  help  to  make  the  family  more  healthful  and 
happy?  How  shall  we  ventilate  the  home  in  winter 
so  that  the  family  will  have  enough  fresh  air  to  keep 
them  healthy?  In  summer?  How  shall  we  heat  the 
home  so  that  it  will  be  a  healthful  place  in  which  to 
live  in  winter?  What  use  can  be  made  of  disinfec- 
tants to  keep  the  home  in  a  more  healthful  state? 
How  does  the  elimination  of  flies  and  household  pests, 
such  as  ants,  roaches,  and  mosquitoes,  help  promote 
the  family  health?  What  care  should  be  taken  with 
the  family  pets— the  cat  or  dog — in  order  that  the 
health  of  the  family  may  not  be  impaired? 

Penmanship 

Roselle  D.   Hughes 

Penmanship  may  be  called  a  tool  subject;  that  is,  it 
exists  in  the  curriculum  as  a  means  of  expressing  in 
written  form  ideas  acquired  in  other  subjects;  being 
a  means  of  expression  it  correlates,  therefore,  with  all 


MANUAL   TRAINING   AND   HEALTH   EDUCATION  213 

subjects  in  the  curriculum  and  lends  itself  to  the 
teaching  of  health  by  giving  the  teacher  an  opportu- 
nity to  instill  health  habits. 

If  the  aims  of  health  education  are,  first,  to  teach 
health  facts;  second,  to  give  certain  attitudes  toward 
acquiring  good  health;  third,  to  instill  health  habits; 
it  will  be  seen  that  the  part  to  be  done  through  pen- 
manship is  the  instilling  of  health  habits.  The  habits 
that  are  to  be  instilled  are  correct  posture  and  correct 
use  of  materials.  Correct  posture  requires  an  easy 
and  healthful  position  of  the  body,  that  it  be  not  bent 
over  the  desk,  thereby  compressing  lungs  and  impairing 
the  depth  of  breathing;  bent  posture  also  compresses 
the  stomach  and  accordingly  interferes  with  the  pro- 
cess of  digestion;  incorrect  posture  is  conducive  to 
fatigue  and  is  a  tax  on  the  nervous  system.  Incorrect 
posture  is  responsible  for  curvature  of  spine  and  de- 
fective vision. 

Another  means  of  establishing  health  habits  is 
through  the  proper  care  and  use  of  writing  material. 
The  child  should  be  warned  to  keep  his  material  in 
good  condition,  to  keep  pencil  and  pen  out  of  his 
mouth  and  ears.  He  should  be  encouraged  to  keep 
his  pencil  in  the  pencil  bag  which  the  school  provides ; 
he  should  be  taught  to  use  a  part  of  a  blotter  as  a 
penwiper  rather  than  the  insanitary  clothpenwiper. 
These  habits  should  be  initiated  in  the  primary  grades, 
and  fixed  in  the  intermediate  and  advanced  grades. 

The  health  helps  suggested  in  other  subjects  in  the 
course  may,   during  the  Penmanship  period,  be  put 


214  EDUCATION   IN   HEALTH 

in  permanent  and  attractive  form  and  carried  home 
to  parents,  mailed  to  friends,  or  put  in  a  health  book 
or  health  bulletin;  that  is,  material  that  is  used  in 
English  for  health  projects,  health  mottoes,  or  health 
slogans  can  be  used  very  effectively  during  the  penman- 
ship period  for  practice  instead  of  the  stereotyped 
sentences. 


Chapter  XII 

ADMINISTRATION  OF  THE  HEALTH  PROGRAM 

By  E.  George  Payne,  Ph.D. 

This  discussion  of  the  administration  of  the  health 
program  will  be  presented  under  the  following  heads: 
first,  the  school  organization;  second,  the  children's 
activities;  third,  the  measuring  gf  results  by  means 
of  a  scale  that  will  enable  the  teacher  or  principal  to 
determine  the  standard  of  attainment  in  individual 
children. 

The  Kind  of  Organization  that  will  be  Effective  —  In 
the  first  place,  the  school  organization  is  a  matter  of 
vital  concern  in  making  a  health  program  effective 
because  health  must  be  secured  as  a  result  of  com- 
munity and  not  of  merely  individual  effort.  The 
school  organization  must  be  such  as  will  include  every 
child  in  the  community  if  it  is  to  secure  the  effort  of 
every  child  in  the  accomplishment  of  the  common 
purposes  and  in  the  realization  of  the  larger  ideals 
of  citizenship  through  specific  health,  safety,  and  thrift 
endeavors.  To  secure  these  ends,  various  kinds  of 
school  organizations  have  been  suggested.  All  of 
them  have  their  advantages  and  defects.  Moreover, 
it  is  generally  true  that  any  set  form  of  organization 
insisted  upon  as  applicable  to  all  conditions,  is  defective 
because  no  general  plan  can  be  suited  to  all  schools 
and    communities.     For    that    reason    it    is    not    the 

215 


216  EDUCATION   IN   HEALTH 

purpose  here  to  recommend  a  hard  and  fast  organ- 
ization to  be  adopted  regardless  of  local  conditions. 
There  are,  however,  some  essential  features  that  must 
be  incorporated  in  any  organization  if  satisfactory 
results  are  to  be  secured.  For  instance,  it  would  be 
unwise  to  select  certain  children  from  the  whole 
school  or  to  take  a  few  children  of  one  room  and  organ- 
ize them  into  a  health  club.  Such  an  organization 
would  not  be  effective  in  carrying  out  the  program; 
it  would  not  be  inclusive  enough.  The  organization, 
whatever  it  is,  must  include  all  the  children.  For 
this  reason,  it  is  better  to  have  committees  of  children 
in  each  room  to  take  the  initiative  in  each  kind  of 
endeavor,  such  as  health,  thrift,  and  safety. 

Activities  of  the  Children  —  The  room  with  all  the 
pupils  might  be  converted  into  a  health,  safety,  or 
thrift  club  when  the  report  of  a  committee  or  when 
other  club  work  is  necessary.  For  the  organization 
of  the  whole  school,  representatives  from  the  various 
rooms  should  come  together  for  the  purpose  of  con- 
sidering the  problems  of  community  welfare.  A 
meeting  of  this  kind  can  well  take  place  at  a  luncheon 
during  the  noon  hour  at  school.  Such  meetings  have 
been  very  successful,  and  the  representatives  always 
make  some  pertinent  recommendations  that  are  put 
into  effect  by  the  school  authorities. 

Organization  of  the  Children  of  a  Whole  Community  * — 


*A  complete  discussion  of  the  school  organization  is  presented  in  a  monograph 
of  the  National  Safety  Council,  entitled  "Education  in  Accident  Prevention,"  Lyons 
and  Carnahan,  Chicago. 


ADMINISTRATION   OF   THE   HEALTH   PROGRAM    217 


218  EDUCATION    IN   HEALTH 

The  organization  for  the  purposes  of  promoting  health 
practices  might  be  extended  to  include  all  the  school 
of  any  community  or  city.  A  representative  of  each 
school  might  be  called  into  a  larger  convention  for 
occasional  discussion  of  health,  accident  prevention, 
thrift,  or  civic  problems  for  the  whole  community. 
While  there  is  no  set  form  for  calling  or  organizing 
such  a  conference,  yet  the  following  suggestive  plan 
lends  itself  to  most  communities. 

Procedure  for  Stimulating  the  Work  of  Accident 
Prevention  and  Health  in  the  Schools  and  for  Coordi- 
nating Activities. —  1.  Issue  a  questionnaire  to  discover 
the  general  line  of  activity  under  way  in 

A.  Accident  prevention. 

B.  Health  promotion. 

The  questionnaire  should  merely  aim  to  discover 
what  is  being  done,  and  should  not  attempt  to  be 
directive  or  suggestive. 

II.     Conferences  to  be  held. 

A.  Children  of  the  eighth,  seventh,  or  upper  grades  of 
the  school. 

1.  Receive  reports  from  children  of  what  is  being 

done  in  their  schools  in  both  activities.  Even 
the  simplest  and  crudest  report  should  have  a 
place  on  the  program  under  this  heading. 

2.  Organize  children's  board  of  accident  preven- 

tion and  health  promotion  activities,  naming 
chairman  and  vice  chairman  for  accident  pre- 
vention, a  vice  chairman  for  health  promotion, 
and  four  directors  each  for  accident  preven- 
tion and  health  promotions. 


ADMINISTRATION   OF   THE    HEALTH    PROGRAM    219 

3.  Plan  a  program  for  the  summer  for  the  gathering 

of  such  data  concerning  accident  and  health 
as  will  furnish  material  for  a  conference  in  the 
fall. 

4.  Set  time  for  conferences  in  September  for  the 

receipt   of  the  summer  reports  and   for   the 
formulation    of    plans    by    the    children    for 
the   control   through   the   school   children   of 
the  safety  and  health  menaces. 
B.  Conferences  of  principals  to  be  held  later  to  discuss 
what  values  may  have  become  evident  in  the  chil- 
dren's  conferences,   and  to  plan   for   co-operation 
with  the  children's  conference  in  the  fall. 

Profitable  Activities  for  Children  —  The  adminis- 
tration of  the  health  program  demands  a  discussion 
of  the  activities  in  which  children  may  profitably 
engage.  A  position  was  taken  in  Chapter  I  that  is 
important  to  recall  here.  We  cannot  be  satisfied 
wTith  instruction  merely,  but  we  must  offer  opportu- 
nities for  activities  on  the  part  of  the  children  them- 
selves. It  is  necessary  here,  therefore,  to  consider 
somewhat  in  detail  what  those  activities  ought  to  be. 
It  is  evident,  in  the  first  place,  that  children  shoidd 
not  be  looked  upon  as  agents  for  insuring  healthful 
conditions  in  the  community.  They  are  not  to  be 
regarded  as  expert  inspectors  assigned  to  the  duty  of 
examining  alleys,  vacant  lots,  back  yards,  streets, 
groceries,  and  the  like.  Rather,  they  should  be  re- 
garded as  in  the  process  of  acquiring  the  ability  to 
assume  the  responsibilities  of  citizenship  in  the  com- 


220  EDUCATION   IN   HEALTH 

munity.  The  activities,  therefore,  in  which  the  chil- 
dren should  engage  ought  to  be  selected  with  reference 
to  their  suitability  for  the  development  of  habits,  of 
ideals  in  and  attitudes  upon  civic  problems.  From  this 
point  of  view,  the  first  task  is  to  discover  the  best 
method  of  taking  care  of  the  health  demands  of  the 
group  of  which  the  children  are  a  part.  A  serious 
mistake  has  been  made  in  assigning  children  of  school 
age  community  obligations  before  they  have  become 
proficient  in  the  activities  of  their  immediate  environ- 
ment. For  instance,  children  have  been  assigned 
duties  in  cooperation  with  the  police,  the  street  au- 
thorities, and  the  city  health  authorities  in  a  " clean-up" 
campaign  when  there  were  undesirable  conditions  in 
the  school  itself  that  should  have  been  removed.  Chil- 
dren have  been  assigned  the  responsibility  of  cleaning 
up  the  community  before  they  had  learned  to  keep 
their  hands  and  bodies  clean,  and  even  when  there 
was  no  adequate  means  in  the  school  for  keeping 
themselves  clean.  Before  children  attempt  to  solve 
the  problems  of  the  community  at  large  they  should 
acquire  the  technique  of  dealing  with  the  problems 
of  social  and  personal  welfare  in  the  school  community 
of  which  they  are  a  part.  It  is  obvious  that  intelli- 
gence and  ability  of  children  can  be  developed  to  the 
best  advantage  in  the  care  of  needy  children  in  the 
school.  I  do  not  mean  children  merely  in  need  of 
better  food  and  clothing,  but  children  who  have  not 
acquired  habits,  ideals,  and  attitudes  connected  with 
health. 


ADMINISTRATION   OF   THE   HEALTH   PROGRAM    221 

Children's  Activities  Must  Concern  Themselves  with 
the  School  —  The  first  problem  or  project  with  which 
the  children  of  any  school  district  may  concern  them- 
selves is  that  of  the  health  of  their  own  school;  not 
with  those  activities  growing  out  of  the  relationship 
of  the  school  to  the  children  in  their  community 
activities.  Children  must  first  make  their  own  school 
a  model  community  and  in  doing  so  acquire  the  tech- 
nique, practice,  and  ideals  of  the  general  welfare. 
After  they  have  solved  all  problems  connected  with 
their  own  school  welfare,  they  will  then  be  equipped 
to  extend  their  services  to  the  larger  community.  I 
doubt  whether  a  great  deal  of  community  activity 
ought  to  be  introduced  before  the  senior  high  school 
period,  and  certainly  such  activity  should  never  be 
introduced  into  the  junior  high  school  grades  until 
the  children  have  worked  out  their  own  school  pro- 
jects in  all  their  details,  and  such  activity  should  not 
be  introduced  into  the  first  six  grades  at   all. 

What  then  are  the  activities  appropriate  to  the  chil- 
dren of  an  elementary  school?  A  full  discussion  of 
children's  activities  with  reference  to  safety  are  pre- 
sented in  the  monograph  Education  in  Accident  Preven- 
tion referred  to  above  and  need  not  be  repeated  here. 
However,  I  might  say  in  a  general  way  that  the  care  of 
the  children  in  the  buildings,  on  the  grounds,  and  in  the 
streets  of  the  immediate  neighborhood  of  the  school 
affords  sufficient  projects  to  insure  to  an  elementary 
school  all  the  activities  necessary  for  developing  habits, 
ideals,  and  attitudes  of  health  and  accident  prevention. 


222 


EDUCATION   IN   HEALTH 


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ADMINISTRATION   OF   THE    EEALTB    PROGRAM    223 


224 


EDUCATION   IN   HEALTH 


Children  may  also  serve  effectively  in  guarding  the  halls  to  insure  that  thoughtless 

youngsters  observe  safety  practices.     They  are  explaining  here  that  one  step  at  a 

time  is  enough.     They  decided  upon  this  plan  at  a  meeting  for  the  discussion  of 

safety  practices.     The  principal  welcomed  its  trial. 


ADMINISTRATION  OF  THE  HEALTH  PROGRAM   225 


226  EDUCATION   IN   HEALTH 

In  order  to  best  present  these  projects  we  have  intro- 
duced a  number  of  photographs  of  children  in  action. 

Activities  Connected  with  a  Health  Program  —  The 
carrying  out  of  a  health  program  affords  a  great 
variety  of  activities.  It  is  the  purpose  merely  to 
suggest  a  few  of  those  available.  The  first  problem 
is  that  of  cleanliness  and  children's  inspection.  Any 
one  connected  with  an  elementary  school  knows  just 
how  difficult  it  is  to  have  children  keep  clean  hands. 

There  are  also  a  large  number  of  problems  in  con- 
nection with  school  feeding  and  proper  nutrition.  If 
the  school  has  a  domestic  arts  department,  it  is  simple 
enough  to  develop  menus,  serve  luncheons,  and  to 
utilize  funds  collected  by  salvage  or  by  other  means 
for  the  purpose  of  insuring  proper  nutrition,  where 
sufficient  is  not  provided  at  home.  If  children  can 
work  for  money  to  feed  the  Chinese,  why  not  use 
some  of  the  money  earned  to  feed  starving  children 
in  the  school  group?  The  motive  for  proper  feeding 
may  be  developed  in  connection  with  the  use  of  the 
health  chart. 

Another  line  of  activity  of  very  great  value  is  the 
mending  of  the  clothing  of  the  children  in  the  school. 
This  activity  has  the  value  not  only  of  teaching  chil- 
dren how  to  mend  clothes,  therefore  encouraging 
thrift,  but  it  develops  a  feeling  of  responsibility  for 
the  group.  In  connection  with  cleanliness  it  may 
moreover  impart  a  health  value,  and  means  are  always 
taken  for  insuring  cleanliness  when  the  clothes  are 
mended. 


ADMINISTRATION    OF   THE   HEALTH    PROGRAM    227 


228 


EDUCATION   IN   HEALTH 


ADMINISTRATION   OF   THE   HEALTH    PROGRAM    229 

The  foregoing  suggestions  afford  examples  of  cases 
that  might  be  multiplied  indefinitely;  no  doubt  nu- 
merous others  will  be  utilized  by  the  progressive  teacher 
or  school. 

Measuring  Results  and  Determining  Standards  of 
Attainment  —  The  final  problem  with  which  this  chap- 
ter deals  is  the  measuring  of  results  by  means  of  a 
scale   that  will   enable    the    teacher    to   determine   a 


This  picture  shows  a  room  acting  as  a  health  club.     The  only  difference  between 

the  room  as  a  class  and  as  a  club  is  that  in  the  latter  the  officers  preside  and  direct 

the  discussions  of  the  health  problems. 

definite  standard  of  attainment  in  individual  children. 
The  thing  of  greatest  importance  in  this  part  of  the 
chapter  is  a  scale  for  the  measurement  of  attainment 
in  the  development  of  habits  and  ideals  in  health 
and  along  other  civic  lines. 

This  scale  has  the  same  object  as  has  a  scale  for 
measuring  attainment  in  spelling,  arithmetic,  language 
or  any  other  subject;  it  provides  an  objective  unit 


230 


EDUCATION   IN   HEALTH 


ADMINISTRATION   OF   THE   HEALTH    PROGRAM    231 

of  measure  that  can  be  applied  to  the  children  in  each 
grade  so  that  the  teacher  may  know  how  her  children 
compare  with  children  in  other  parts  of  the  commu- 
nity or  country.  The  ideal  cannot  be  fully  attained 
in  this  first  scale  as  the  practice  on  which  this  scale 
is  based  is  not  sufficient  to  determine  the  proper  de- 
gree of  attainment  for  each  grade.  The  data  we  ex- 
pect to  gather  through  the  reports  from  the  various 
parts  of  the  country  will  provide  us  with  means  for 
adequately  measuring  health  habits  and  practices. 

A  Scale  for  Measuring  Personal  and  Social  Behavior  — 

Habits  and  Practices  in  Health  and  Accident  Prevention. 

Total  Points  — 500. 


A-355 

I.     FOOD     S3 

Variety  29  Quantity  20  Regularity  14        Manner  of 

Eating  20 

II.     AIR     30 

Breathing  9  Bedroom  Air  12    Schoolroom  and     Time  in  Open 

Studv  5  Air  4 


Amount  2 


Variety  30 


III.     DRINK     25 
Regularity  3  Sanitariness  14      Tea  and  Coffee  6 


IV.     EXERCISE     45 


Regularity    15 


V.     SLEEP     28 
Amount  15  Regularity  10         Manner  3 

VI.     POSTURE     15 

Sitting  6  Standing  3  Walking  :!  Work  3 


232  EDUCATION   IN  HEALTH 

VII.     CLEANLINESS     91 

Hands  and  Teeth,  Mouth,       Bathing  20  Bowel  Move- 

Nails  35  Head  16  ment  20 

VIII.     CLOTHING    34 
Cleanliness  13        Suitability  10        Miscellaneous  11 

IN.     INDICATIONS  OF  HEALTH     4 
Physique  1  Height  1  Weight  1  Vital  Index  1 

B-75 

X.     SAFETY  HABITS     75 
On  the  Streets  31  At  Home  23  In  School  12  At  Play  9 

C-70 

XL     SERVICE — Social  and  Civic  Habits  and  Practices     70 

Home  20  School  20  Streets  10  Community  20 

Instruction  for  Use  of  the  Scale 

1.  Allow  full  value  for  each  point  or  nothing. 

2.  Practice  in  any  item  does  not  mean  that  there  can 
never  be  an  exception.  For  instance,  if  a  child  is  kept  up 
at  night  beyond  his  regular  hour  of  retiring  once  a  week  to 
attend  a  moving  picture  show,  nothing  should  be  allowed 
for  the  first  item  under  regularity.  On  the  other  hand, 
there  might  be  an  imperative  reason  for  keeping  a  child  up 
later  than  the  regular  hour  on  an  occasion  of  a  special 
nature.  If  such  occasion  occurs  often  or  regularly,  the  child 
should  be  given  no  credit. 

3.  The  scale  should  be  used  by  the  teacher  only.  Pupils 
will  become  familiar  with  the  points  of  the  scale  through 
instruction  and  practice.  The  parents  will  also  become 
familiar  with  it  through  the  children  and  through  confer- 
ences with  the  teacher. 


ADMINISTRATION   OF   THE   HEALTH   PROGRAM    233 

4.  The  scale  should  be  used  in  rating  the  child  at  the 
beginning  of  each  semester.  It  should  not  be  applied  to 
children  until  the  beginning  of  the  second  year  of  school. 

5.  It  will  take  some  time  to  use  the  scale,  as  it  will  have 
to  be  used  with  each  individual  child  separately.  After 
the  first  use  the  teacher  will  be  able  to  examine  from  four 
to  six  children  in  an  hour.  Its  value  in  insuring  health 
practices  is  worth  more  than  the  time  required. 

6.  The  weight  given  to  each  point  is  determined  by  two 
factors:  (a)  the  difficulty  of  forming  the  habit  or  practice; 
(b)  the  value  of  the  habit  to  the  child  when  once  formed. 

7.  The  number  of  points  required  in  each  grade  is  based 
on  the  median  attainment  among  the  most  healthy  children 
in  a  number  of  schools. 

8.  The  validity  of  the  scale  has  been  judged  by  its  appli- 
cation to  the  best  and  worst  conditioned  among  ten  thousand 
school  children. 

9.  It  would  appear  that  too  small  a  number  of  points  is 
allowed  for  item  under  B,  and  C.  This  apparent  lack  of 
due  recognition  disappears  when  it  is  clear  that  the  child 
must  attain  the  minimum  number  of  points  for  his  grade 
under  each  of  the  three  headings  A,  B,  and  C.  This  vir- 
tually makes  each  division  independent  of  the  other  in  rating. 

Key  to  Scale  for  Measuring  Individual  and  Social  Behavior — 

Habits  and  Practices  in  Accident  Prevention  and 

Health  —  Total   Points  —  500. 

I     Food    83 
Variety  29 

Drink  from  a  pint  to  a  quart  of  milk  every  day 3 

Eat  bread  and  butter  every  meal 5 

Eat  some  fruit  every  day  (fresh,  dried,  or  preserved) ...  5 


234 


EDUCATION   IN   HEALTH 


Eat  some  green,  leafy  vegetable  every  day   (spinach, 

lettuce,  kale,  etc.) 5 

Eat  some  starchy  vegetable  every  day  (as  potato) 3 

Eat  a  cooked  cereal  for  breakfast  daily 2 

Eat  meats  but  once  daily 2 

Eat  candies,  cakes,  etc.  only  as  dessert 4 

Quantity  20 

Food   Requirements   in    Calories  —  Age  —  Sex 

Boys  Girls 
Total  Protein  Energy           Total  Protein  Energy- 
Age           Cal.  Cal.  Cal.                 Cal.  Cal.  Cal. 
6-7  1400-1700  168-204  1232-1496  1300-1600  156-192  1144-1408 
7-8  1500-1800  180-216  1320-1584  1380-1680  165-201  1215-1479 
8-9  1600-1900  192-228  1508-1672  1460-1760  175-211  1285-1549 
9-10  1700-2000  204-240  1496-1760  1550-1850  186-222  1364-1628 
10-11  1900-2200  228-264  1672-1936  1650-1950  198-234  1462-1710 
11-12  2100-2400  252-288  1848-2112  1750-2050  210-246  1540-1804 
12-13  2300-2700  276-324  2024-2376  1S50-2150  222-258  1628-1892 
13-14  2500-2900  300-348  2200-2552  1950-2250  234-270  1716-1980 
14-15  2600-3100  312-372  2288-2728  2050-2350  246-282  1804-2068 
15-16  2700-3300  324-396  2376-3204  2150-2450  258-294  1892-2156 


FOODS  RICH  IN 

Carbo- 

Protein and 

Prot.  and 

Protein 

Fat 

hydrate 

Fat 

Carbo. 

Beef,  dried,  lean 

Bacon 

Sugar 

Almonds 

Peas,  dried 

Eggs,  Whites 

Cream 

Tapioca 

Beef,  fat 

Beans,  dried 

Cheese,  cottage 

Butter 

Rice 

Cheese 

Bread 

Fish 

Butterine 

Cornstarch 

Eggs 

Farina 

Milk 

Lard 

Potatoes 

Milk 

Oatmeal 

Salt  pork 

Honey 

Peanuts 

Macaroni 

Olive  oil 

Molasses 

Peanut  butter 

Milk  skim 

Dates 

Sardines 

Buttermilk 

Bananas 

Foods  Rich  in  Mineral  Constitutents  and  Cellulose 
Spinach  —  lettuce  —  string  beans  —  tomatoes  —  celery  — 
cauliflower  —  cabbage  —  carrots  —  beets  —  squash    — 
cucumbers  —  oatmeal  —  wholewheat  bread  —  raisins  — 
prunes  —  figs  —  strawberries  —  beef,  lean  —  egg  yolk. 


ADMINISTRATION   OF   THE   HEALTH   PROGRAM   235 

Known  Vitamine  Carriers 

Liver  —  brains  —  heart  —  kidneys  —  eggs  —  milk  — 
cheese  —  butter  —  leafy  vegetables  —  tomatoes  —  fresh 
fruits  —  whole  grain  cereals. 


Regularity  14 

Eat  a  warm  breakfast  every  morning 2 

Eat  something  warm  for  lunch  (as  soup) 3 

Eat  meals  every  day  at  the  regular  hour  and  in  regular 

amounts 3 

Do  not  eat  candies,  cakes,  ice-cream,  etc.,  between  meals  .3 
If  hungry  eat  some  bread  and  butter,  and  not  within  two 
hours  of  another  meal 3 

Manner  of  Eating  20 

Eat  slowly  in  a  calm,  unexcited  frame  of  mind 5 

Chew  all  foods  thoroughly 5 

Engage  in  pleasant  conversation  with  the  family 5 

Tell  a  story  or  anecdote  or  interesting  incident  of  the  day .  5 

II     Air    30 
Breathing  9 

Breathe  deeply  —  take  ten  deep  breaths  before  open 

window  night  and  morning  with  setting  up  exercise..  .4 
Breathe  always  through  the  nostrils,  not  through  the 
mouth 5 

Bedroom  Air  12 

Sleep  with  windows  well  open  every  night 5 

Do  not  sleep  in  draft  —  use  window  boards  if  necessary .  .  3 
Air  out  bedroom  every  day 4 


236  EDUCATION   IN  HEALTH 

Schoolroom  and  Study  Room  5 

See  that  the  room  where  you  live  or  study  is  properly 
supplied  with  fresh  air 5 

Time  in  Open  A  ir  4 

Spend  from  two  to  three  hours  daily  in  exercise  in  the 
open  air 4 

III  Drink    25 
Amount  2 

Drink  four  to  six  glasses  of  water  every  day 2 

Regularity  3 

Drink  a  glass  of  water  on  rising  in  the  morning 1 

Drink  two  glasses  of  water  in  the  forenoon  at  regular 

times  daily 1 

Drink  two  glasses  of  water  in  the  afternoon  at  regular 

times  daily 1 

Sanitariness  12 

Do  not  drink  out  of  a  cup  after  some  one  else 5 

Drink  only  pure  water  from  the  fountain  or  out  of  a 

clean  cup 4 

Do  not  drink  cold  water  while  overheated,  from  play  or 

work 3 

Do  not  drink  water  containing  cracked  ice 2 

Tea  and  Coffee  6 

Do  not  drink  tea  or  coffee 6 

IV  Exercise    45 
Variety  30 

Two  hours  of  out-door  exercise  daily.     Run,  skate,  hike, 
swim,   or  play  tennis,   baseball,  basket  ball,   volley 


ADMINISTRATION   OF   THE   HEALTH   PROGRAM    237 

ball,  or  hockey.     Little  children  may  plan  running 

games,  skate,  swing,  play  see-saw,  or  skip  rope 20 

Only  light  exercise  should  be  taken  for  one-half  hour 
before  each  meal  and  one  hour  after 10 

Regularity  15 

Exercise  every  day 5 

Take  exercises  every  morning  on  rising  and  every  night 

on  going  to  bed  or  after  long  periods  of  inactivity.  ...  10 
Setting-up    exercises  —  stretching,    bending,    twisting, 

breathing.     Use  arms,  legs,  and  trunk  in  each  exercise. 


V    Sleep    28 

Amount  15 

Sleep  Needed 
(Sleep  alone.) 

Hours 
5-6  years 11  -13| 

7  years 10|-13 

8  years 10|-12| 

9  years 10  -12 

10  years 10  -11^ 

11  years 9|-11 

12  years 9  -10§ 


Hours 

13  years 8|-10 

14  years Sf-10 

15  years 8|-9| 

16  years 8^-9 

17  years 8|-9 

18  years 8^-9 


Regularity  10 

Go  to  bed  at  same  hour  every  night 5 

Get  up  at  same  hour  every  morning 5 

Manner  3 

Sleep  on  the  side,  mainly  the  right  side 3 


238  EDUCATION   IN  HEALTH 

TV     Posture     15 
Sitting  6 

Sit  erect  while  conversing 3 

Sit  erect  at  study  and  in  writing 3 

Standing  3 

Stand  erect  with  chest  forward,  head  high 3 

Walking  3 

Walk  with  erect  carriage,  feet  pointing  directly  forward  3 
WorkS 

Keep  an  erect,  healthy  posture  while  placing  work  on  the 
blackboard,  and  in  all  you  do 3 

VII     Cleanliness    91 
Hands  and  Nails  35 

Wash  hands  before  every  meal 5 

Clean  finger  nails  once  every  day f> 

Keep  hands  and  nails  clean  and  cuticle  pushed  back  at 

all  times 20 

Keep  nails  out  of  mouth  —  do  not  bite 5 

Teeth,  Mouth,  Head  14 

Clean  teeth,  mouth  and  tongue  morning  and  night ....  5 

Do  not  put  corners  of  books  in  the  mouth 3 

Do  not  put  fingers,  pencils,  etc.,  in  the  mouth 3 

Do  not  dampen  fingers  in  the  mouth  to  turn  the  pages 

of  a  book 3 

Do  not  lick  postage  stamps  or  envelopes 3 

Bathing  20 

Take  a  full  tub  bath  twice  every  week 10 

Sponge  the  arms  and  breast  daily  in  cold  water 5 

Wash  perspiring  feet  every  day 5 


ADMINISTRATION   OF   THE   HEALTH   PROGRAM    239 

Botcel  Movement  20 

Have  a  bowel  movement  regularly  every  day 10 

Do  not  take  drugs  or  medicines  for  this.     Depend  solely 
on  food,  water,  exercise,  and  habit 10 

VIII     Clothing    84 
Cleanliness  13 

Keep  clothing  well  dusted  and  properly  cleaned 5 

Keep  dresses  and  stockings  properly  mended 4 

Wash  stockings  every  day 4 

Suitability  10 

Wear  warm  porous  clothing  in  winter 3 

Wear  light  porous  clothing  in  summer 3 

Wear  shoes  with  broad  heels  and  sufficient  length 4 

Miscellaneous  11 

Put  on  a  wrap  in  sitting  clown  after  exercise 3 

Keep  clothing  properly  aired 3 

Do  not  sleep  in  clothing  worn  in  day 5 

IX    Indications  of  Health    4 
Physique  1 

Physique:  Robust,  normal,  frail  emaciated 1 

Height  1 

Height :  Amount  above  or  below  norm  for  his  age 1 

Weight  1 

Weight :  Amount  above  or  below  nomi  for  his  age 1 

Vital  Index  1 

Vital  Index:  Amount  above  or  below  norm  for  his  age   .  .  1 


240  EDUCATION   IN   HEALTH 

X     Safety  Habits     75 
In  the  Streets  31 

Look  in  both  directions  before  crossing  the  streets 3 

Go  straight  across  the  street  and  at  the  crossings  only .  .  3 

Do  not  tarry  in  the  street  bill  cross  promptly 3 

(Help  the  little  ones  to  cross  the  street  safely) 3 

Do  not  play  on  railroad  tracks 3 

Do  not  handle  dangling  wires  or  come  into  contact  with 

electric  wires 5 

Do  not  ride  on  the  outside  of  street  cars 3 

Do  not  beg  rides  on  autos 5 

Do  not  climb  on  trucks  and  wagons 3 

At  Home  23 

Be  careful  about  the  use  of  matches ;  keep  them  in  a  safe 

place 2 

Be  careful  about  the  use  of  kerosene ;  keep  it  in  a  safe 

place ;  do  not  start  a  fire  with  it 3 

Be  careful  always  in  using  the  gas  range 3 

Be  sure  electric  wires  are  disconnected  before  touching 

them 3 

Be  careful  about  the  stairways  and  fire  escapes 3 

Do  not  climb  on  chairs,  tables  and  step-ladders  unless 

necessary,  and  then  only  after  examination 3 

Do  not  place  heavy  objects  or  sharp  instruments  where 

they  may  fall  upon  some  one 3 

Do  not  leave  chairs  or  other  objects  where  some  one  may 

stumble  over  them  in  the  dark 3 

At  School  12 

Do  not  hurry  down  the  stairways 3 

Do  not  run  in  the  halls 3 


ADMINISTRATION   OF   THE   HEALTH   PROGRAM   241 

Look  before  going  in  and  out  of  doors  and  do  not  rush  .  .  3 

Take  one  step  at  a  time  on  stairways 3 

At  Play  9 

Do  not  run  on  busy  traffic  streets  in  play 3 

Do  not  play  near  high  places  or  on  rough  grounds 3 

Keep  away  from  quarries 3 

XI     Service  —  Social  and   Civic  Habits  and  Practices  70 

Service  at  Home  20 

Help  clean  the  house,  make  beds,  air  rooms 5 

Keep  shoes  shined,  clothes  brushed 5 

Run  errands  which  takes  one  into  open  air 5 

Keep  yard  and  outbuilding  free  from  rubbish 5 

Service  at  School  20 

Serve  on  Health  or  Safety  Committees 5 

Weigh  smaller  children.     Help  mend  clothing .5 

Call  attention  in  every  case  to  children  who  violate 

health  or  safety  practices 10 

Service  on  the  Streets  10 

Help  children  across  street  in  congested  quarters 5 

Place  safety  signs  in  street  under  direction  of  police ....  5 

Service  to  the  Community  20 

Notify  the  Police  Department  of  any  obvious  violations 

of  ordinances 5 

Notify  the  Fire  Department  in  case  of  fire 5 

Notify  the  Health  Department  of  menaces  to  health  in 

the  neighborhood 5 

Notify  the  Street  Department  of  holes  in  the  street, 

obstructions,  unclean  alley  in  neighborhood 5 


242  EDUCATION   IN   HEALTH 

Class  Record  Sheet.     Use  this  Sheet  to  Report  the  Standing 
of  the  Whole  Class 

Score  in 
Age     Score  in     Accident     Score  in  Total 
Names  Yrs.  Mo.  Health    Prevention    Service    Score 

1. 

2 

3 

4 

5 

6.    

7 


9.  ...: 

10.    .. 

ii 

12.  ... ._ „ 

13. 

14 _.. 

15 

16. _.. 

17 _ 

18 

19 

20 

Maximum  number  of  points  in  Class  A B C. 

Median       number  of  points  in  Class  A B C. 

Minimum  number  of  points  in  Class  A B. C. 


ADMINISTRATION   OF   THE   HEALTH   PROGRAM    243 


Required 

Minimum 

\  Atta\ 

inment  for 

Each  < 

Grade 

OF  GRADE 

A 

B 

C 

TOTAL 

I 

247 

72 

10 

329 

II 

259 

72 

15 

341 

III 

272 

72 

20 

364 

IV 

285 

72 

25 

382 

V 

295 

75 

30 

400 

VI 

305 

75 

40 

420 

VII 

325 

75 

70 

470 

VIII 

355 

75 

70 

500 

REFERENCES 

F.i.Ysr,  ('.   Crecelius 

Andres,  J.  M Teaching  Hygiene  inHhe  Grades Houghton-Mifflin 

Bancroft,  J.  H Games  for  School,  Home,  and  Play- 
ground   Macmillan 

Bancroft,  J.  II.    .    .    .        Posture  of  School  Children Maxmillcm 

Summary  of  right  development  of 
entire  body  as  related  to  posture. 

Bancroft-Ptjlvebmacheb  Handbook  of  Athletics Macmillan 

Descriptive  and  technical  material 
on  sanies.  Suitable  for  schools 
and  playgrounds. 

Bond,  R.  A With  the  Men  Who  Do  Things Munn  and  Co. 

Branom,  M.  E Project  Method  in  Education R.  Badger 

Burchenal,  E Folk  Dances    .    .    . Schirmer 

Camp  Fire  Girls — Section  on  Health  National  Headquarters 

\61    !ilh   Ave.,  New 
York  City. 

Chalmers,  S Beloved  Physician      Houghton-Mifflin 

Brief,  intimate  narrative  of  Dr. 
Trudeau's     work     at     Saranac. 

Illustrated. 

Coe,  F.  E Heroes  of  Everyday  Life Ginn 

Crawford-Fogg    ....    Dramatic  Games A.  S.  Burins 

Curtis,  H.  S Education  Through  Play      Macmillan 

Delano,  J.  A American   Red  Cross  Text  Book  on 

Elementary  Hygiene  and  Home 

Care  of  the  Sick      American  Red  Cross 

This  text  should  be  in  the  hands 
of  every  teacher  as  it  is  indispen- 
sable in  giving  facts  about  the 
home  care  of  the  sick. 

Dewey,  J Democracy  and  Education,  Ch.  15 Macmillan 

Discussion  of  play  and  work  in  the 
curriculum. 
Drdshel-Noonan- 

Withers Arithmetical  Essentials,  Books  I-II- 

III Lyons-Carnahan 

Ch,  10,  Tt.  I,  Book  III,  contains 
much  good  health  ami  accident. 
material  treated  arithmetically. 

The  teaching  shows  in  a  detailed 

manner  how  t  he  teacher  may  use 
and  supplement,  this  material. 

Ferguson,  Dr.  H.  W.      .    A  Child's  Book  of  the  Teeth Y.'orld  Book  Co. 

Excellent  material  for  the  third  and 
fourth  grades. 

Fisher-Fisk How  to  Live Funk-WagnaUs 

Treats  of  clothing,  including  shoes, 
and  of  fresh  air  and  food.  ( Jives 
1(>  rules  of  hygiene. 

Gulick,  L.  II The  Efficient  Life Doubleday,  Page 

244 


REFERENCES  245 

Gulick,  L.  H Hygiene  Series,  Honks  I-V Ginn 

Written  in  style  appealing  to 
children.     Profusely  illustrated. 

Questions  listed  at  close  of  chap- 
ter from  which  teacher  may 
choose. 

Health  for  Soldier  and  Sailor Funk-WagnaU) 

Heimway,  H.  B American  Health  Protection Bobbs-MerriU 

Hoag-Terman Health  Index  of  School  Children      .    .    .    Houghton-Mifflin 

Indispensable  to  every  teacher  of 
health. 

Hoag-Terman Health  Work  in  the  Schools Houghton-Mifflin 

Deals  with  problems  involved  in 
health  supervision,  health  exam- 
ination, and  hygiene  teaching. 

Hofer,  M Singing  Games Flanagan 

Hogan,  L Children's  Diet Doubleday,  Page 

Horton,  E A  Group  of  Famous  Women Heath 

Johnson,  G Education  by  Play  and  Games Ginn 

Jones,  G.  E Hygiene  and  War Carnegie   Foundation, 

Washington,  D.  C. 

Kelynatk,  T.  U.  .    .        .    Medical     Examinatio       for    Schools 

and  Scholars Chicago  Medical  Co. 

Provides  complete  guide  for  school 
and  medical  officers.  Deals  with 
administration  and  organization. 

La  Rue Psychology  for  Teachers        American  Book  Co. 

Lee,  J Play  in  Education Macmillan 

Moffat,  C Careers  of  Danger  and  Daring Century  Co. 

Newsholme,    A. -Pillow, 

Mrs.  M.  E Domestic   Economy:    (The   Laws   of 

Health  in  their  Application  to 
Home  Life  and  World,  for  Teach- 
ers and  Students) Macmillan 

Overman Principles  and  Method  of  Teaching 

Arithmetic Lyons-Carnahan 

Good  discussion  on  the  teaching  of 
problem  solving. 

Norseworthy- Whitley     Child  Psychology Macmillan 

Overton,  J.  M Life  of  Robert   Louis  Stevenson  for 

Boys  and  Girls Scribner'*  Son 

Interesting  story  for  children. 

Payne,  E.  Geo Education  in  Accident  Prevention    .    .    .      Lyons-Cariiuluin 

Statement  of  method  concretely  for 
each  subject. 
Public  School  Methods      .    .    .       School  Methods  Pub.  Co. 

An  excellent  summary  of  educa- 
tional method  and  exceptionally 
valuable  for  small  city  and  rural 
teachers. 

Rapeer,  L.  W Educational  Hygiene Scribner's  Sons 

Deals    with    hygiene    of    children 

from  standpoint  of  school  in  its 
relationship  to  home  and  com- 
munity, from  pre-school  period 
up  through  college. 


246 


REFERENCES 


Rapeer,  L.  W.  . 
Red  Cross  .    .    . 


Richards,  E.  H. 
Rose,  M.  S.    .    . 


Scouts  op  America 
Scouts  of  America 


Stone,  J.  C 

Strayer-Norseworthy 


Strong,  E.  K.    .    .  . 
Term  ax,  L.  M. 

Thompson,  E.  Seton 

Thorndike,  E.  L. .  . 

Tolman,  G.        .    .  . 

Traill,  H.  D.     .    .  . 
Trudeau,  E.  L. 

Winslow,  C.  A.      .  . 


Wizard  Foot  Appliance 

Company     

Woods-Hutchinson     .    . 


Woods-Hutchinson     . 
Woods-Hutchinson     . 


School  and  Health  Administration       Teachers  College, 

Treatise  on  health  work  in  various     Columbia  University 
cities  and  its  efficiency. 

First  Aid. 

This  book  is  indispensable  in  pre- 
senting the  elementary  facts  of 
emergency  treatment. 

Meat  and  Drink Health  Education  League 

Feeding  the  Family Macmillan 

Good  general  reference  for  home 
and  school  use  on  diet. 

Boy  Scouts  of  America,  Ch.  V Doubleday,  Page 

Scouting    for    Girls,    Ch.    on    "The 

Health  Winner" 1S9  Lexington  Avenue, 

New  York  City. 

Teaching  Arithmetic      Ben  Sanborn 

How  to  Teach,  Ch.  on  Play Macmillan 

Discussion  of  the  meaning  of  play 
and  its  place  in  the  curriculum. 
Introductory  Psychology  for  Teach- 
ers       Warwick-  York 

Hygiene  of  the  School  Child Houghton-Mifflin 

Discussion  of  hygiene  of  physical 
and  mental  growth  rather  than 
details  of  school  architecture 
and  school  equipment. 

Woodcraft  Manual,  Ch.  on  Health      Woodcraft    League    of 

America,  IS  II'.  29th 
St.,  New  York  City 

Educational    Psychology,     Brief 

Course Teachers  College, 

i  'olumbia  University 

Hygiene  for  the  Worker American  Book  Co. 

Good  material  for  upper  grades  to 
be  used  to  help  equip  the  worker 
to  care  for  himself. 

Social  England,  Vol.  VI Putnam 

An  Autobiography Lea  and  Febinger 

Interesting,  profusely  illustrated. 

Healthy  Living Merrill 

Deals  with  ways  and  means  of  liv- 
ing that  will  conduce  to  mainte- 
nance of  maximum  of  personal 
vigor  and  to  an  alert  co-opera- 
tion in  all  community  move- 
ments for  protection  of  public 
health. 


References  on  care  of  feet. 

Exercise  and  Health Houghton-Mifflin 

Discussion  of  foods,  bodily  organs 

and     their     function.     Pleasing 

presentation  for  children. 

Handbook  of  Health      Houghton-Mifflin 

Interesting,     clear     treatment     of 
food,  fresh  air,  rest,  etc. 

Th    Doctor  in  War Houghton-Mifflin 


REFERENCES  247 

GENERAL   REFERENCES 

U.  S.  Government  Bulletins. 

Woman  and  Child  Labor. 

Infant  Mortality  Series. 

Child  Welfare. 

Industrial  Accidents. 

Public  Health. 

Exc  'llent  original  material  for  all  chapters. 
Readers'  Guide. 

A  great   deal  of    material   may    be   found    in    magazines.     See  Readers'  Guide. 
Child  Health  Organization,  156  Fifth  Avenue,  New  York  City.      Various  publications. 
Exercise  cards  and  posters  on  health.     Bureau  of  Social  Hygiene,  Y.  W.  C.  A. 
How  to  Live. 

A  monthly  journal  published  by  The  Life  Extension   Institute,   25  West  45th 
Street,  New  York  City. 
Insurance  Statistics.     Metropolitan  Insurance  Co. 

Excellent  statistical  reference,  furnishing  material  for  arithmetic. 
Public  Health  Service. 

Municipal  ordinances,    ules,  and  regulations  pertaining  to  Public  Health. 
Red  Cross  Magazine  and  new  Junior  Red  Cross  News. 
Russell  Sage  Foundation,  Department  School  Hygiene,  Pamphlet  S'.». 
Newspapers,  especially  Health  Articles,  by  W.  A.  Evans. 


INDEX 

PAGE 

Activities,  of  children 216,  219,  221 

Adenoids,  extent  of 18,  19 

Advertising  Committee 90 

Agencies,  concerned  with  health 12 

Apparatus 59 

Arithmetic 

In  middle  grades 181 

Place  in  health  program 181 

School  room  problems 182 

Statistics  in 187 

Bathing 238 

Bathrooms,  care  of 207 

Bedrooms 

Care  of 207 

Air  of 235 

Boy  Scouts,  code  of 61 

Breathing,  manner  of 235 

Bureau 

Children's  of  the  Department  of  Labor 14 

Of  Education 43 

Citizen 

Health  education  of 23 

Health  teaching  in  history 152 

Civics 

Health  in  the  home 139 

Cleanliness 49,  86,  102,  238 

And  manual  training 200 

Clothes  and  Health 156,  206 

Club  plan  for  upper  grades 75 

Coffee 236 

Committee  meeting 83 

Community  Health 141,  142 

Construction,  in  drawing 192 

Corrective  exercises 73 

Dairy  plants,  in  rural  communities 168 

Defective  teeth,  extent  of 18,  19 

Design  and  health  instruction 197 

Development  Lesson 177 

Draft  Boards 

Statistics  of 17 

249 


250  INDEX 

PAGE 

Dramatization  in  Geography 171 

Drawing, 

Correlation  with  history 163 

Function  in  health  instruction 191 

Eating,  manner  of 235 

Education  in  Health,  method  of 27 

Education  of  citizen  through  health  instruction 23 

Environment  and  health  instruction 28 

Exercises 

Balancing  for  nervousness 79 

Swimming  for  round  shoulders   79 

Corrective 78 

Setting-up 80 

Feet,  extent  of  defective 18 

Food,  and  Health 154 

And  Home  Economics 202 

Selection  and  preparation 204 

And  dishwashing 205 

Classification  of 208 

Storage  of 209 

Cleanliness  in  serving 210 

Quantity  of 234 

Requirements  in  calories .  234 

Fresh  Air,  need  of  it 86 

Games 46 

Out-of-doors 47 

Learning  new .49 

Use  of  voice  in 50 

Geographic  Content,  and  Health 165 

Geography,  and  Health  Conservation                                                    .  166 

In  primary  and  intermediate  grades                                               .  167 

Health 

An  educational  problem 11 

The  result  of  habits,  attitudes  and  ideals 11 

Complexity  of  modern  life  and 14 

Statistics  in  District  of  Columbia 15 

Conditions  in  the  United  States 16 

School  children  and 18 

School  children  in  Missouri 19 

Safety  education  and 19 

Infant  Mortality 20 

In  open  air  schools 21 

Scope  of  instruction  in 22  23 

Education  in  citizenship  and '  25 


INDEX  251 

PAGE 

Health  Alphabet 101    1 1() 

Health  Creed '     | .-, 

Health  Education 

Place  in  a  school  program 27-30 

Health  Habits 31-33 

Essentials  in  formation  of 36-37 

Health  Heroes 125 

Health  Instruction 

Not  a  new  subject  in  the  curriculum 30-31 

Development  of  attitudes  and  ideals 37-39 

Organization  of  material 39-40 

Health  Lesson,  report  of 53-58 

Health  Plays 103-1 10 

Health  Resorts 173 

Health  Rhymes 101 

Health  Riddles 100 

Health  Rules 62 

Health  Score  Card 

Formulated  by  pupils 67 

History, 

Problems  of  health  in 153 

Connection  with  life 152 

Homes  and  Health 154 

Home  Economics  and  Health 201 

Hygiene  Lessons 44 

Illustration  and  Health 195 

Impure  Milk 169 

Individual  Health  and  Community  Welfare 147 

Individual  Health  Card 70 

Industries  and  Health 174 

Infant  Mortality 

A  school  problem 15 

Causes  of 20-21 

Instruction 

Difficulty  of  securing  life  situations  in 33-36 

Invalids,  foods  for 210 

Kitchen,  care  of 207 

Language  subjects 

Grouped  about  health  problems ■  ■    11' 

Language  work  based  on  magazines 120-121 

Laundering,  and  health 211 

Lesson  Plans 

Development •     _ 

In  Hygiene 67-™ 

In  Infant  Care 74 


252  INDEX 

PAGE 

Lesson  Plans  (continued) 

In  language,  lower  grades 94 

For  grades  five  and  six 96 

In  Reading 131 

In  Civics 142 

In  History 161 

Malaria,  Statistics 188 

Reduction  in  10  cities 189 

Malnutrition 18,  22 

Manual  Training,  its  function 199 

Map,  Health 183 

Marketing 209 

Maxims,  of  health 128 

Menus,  Planning  of 209 

Milk  Industry 168 

Milk,  in  Rhyme 110 

Motivated  Work 93,  133,  134 

Mouth  breathers,  extent  of 18,  19 

Nutrition 

Fundamental  to  healthy  living 69 

Occupational  Diseases 199 

Occupations  and  Health 156 

Open  Air,  exercise  in 236 

Organization  of  Health  Material 39-40 

Organizations,  in  school 215 

Panama  Canal  Zone 166 

Pasteur .  . 127 

Pasteurization 168 

Physical  Activity 

Types  of 59 

Physical  Education  and  Health 41-42 

General  Principles 42 

Weigh  and  Measure 42 

Pictures,  for  health  talks 137 

For  study 193 

Play — Santa  Claus's  Helpers 103 

Posters,  use  of 135 

Problems,  of  Health  and  History 153 

Program  making  in  Reading 127 

Project 

Health  making 62-67 

Formulation  of  score  card 67 

Quantity  of  Food 234 


INDEX  253 

PAGE 

Reading,  Materials  of 

Health  Clippings 1 23 

Health  Stories 124 

Health  Heroes 125 

Program  making  in 1 27 

Primary  grades 1 32 

Topics 134-137 

Reading,  Silent L22 

Red  Cross,  Story  of 1  :>,  1 

Study  of 151 

Reed,  Dr.  Walter 159 

Regional  Geography 167 

Report  of  Lesson  in  Health 03-58 

St.  Louis  Open  Air  Schools 22 

Sand  Table 1 70 

School  Education,  its  function 13 

Silent  Reading 122 

Sleep,  amount  of 237 

Smith,  Jessie  Wilcox 196 

State  and  Health 149-150 

Sterilization 1 68,  1 70 

Subjects,  In  History  for  sixth,  seventh,  and  eighth  grades 153 

Suggestions  for  the  Teacher 

In  Physical  Education 46 

Surroundings  and  Health 1 56 

Tea. 236 

Topics, 

For  Reading 131-137 

For  two-minute  speeches 98 

Trudeau,  Dr 160,  161 

Typhoid 

In  Arithmetic 185 

Deaths 185 

Questions 185 

Types  of  physical  activity 59 

Ventilation 86 

Vitamines 235 

Water 

Source " '' ' 

Relation  to  sewage  disposal 169 

Amount  to  drink 236 

Regularity  of  drinking 236 

Wilber,  Dr.  Cressy  L '  \ 

Wood,  Gen.  Leonard 16 


This  book  is  DUE  on  the  last  date  stamped  below 


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MAY  1  2  I960 
*v  mar     4  197? 

MAR  1 7  1979 


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MAR  2 1 1957 
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OCT  2  9  ]^g 

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LB         Payne  - 

1^87        Education  in 

P29 health  . 

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